course descriptions 2010-2011.pdf · main content addressed: the atom the mass spectrometer...

Chemistry Grade 11 SL Unit 1: Measurement and Data Processing This unit focuses on the essential tools chemists utilize when collecting, describing, analyzing and presenting data. Students will discover that the scientific community defines an objective standard by which claims about data can be made. Unit Questions:

1. How does data describing the spread of values around an accepted value have significance in chemistry?

2. Why does the scientific community define an objective standard by which claims about data can be made?

3. Why are graphs helpful in providing powerful interpretations of reality? Main Content Addresses:

Uncertainty and error in measurement Uncertainties in calculated results Graphical techniques

Unit 2: Quantitative Chemistry This unit is integral to the practice of chemistry as it builds a foundation for most of the numerical work done in the course. The unit of amount, the mole and chemical equations are introduced. The students will also study the description of the state of matter and its measurement based on a particular model of matter. Unit Questions:

1. Do the units we use help or hinder our understanding of the natural world? 2. How do chemical equations direct or limit our thinking? 3. How does the spread of knowledge depend on the authority of the person

proposing the new ideas? Main Contents Addressed:

The mole concept and Avogadro’s constant Formulas Chemical equations Mass and gaseous volume relationships in chemical reactions Solutions

Unit 3: Atomic Structure In this unit, the students will explore the structure of atom and how atoms differ from one another because of the different combinations of the same sub-atomic particles. Unit Questions:

1. How does the knowledge we gain about the natural world depend on the questions we ask and the experiments we perform?

2. What is the significance of the model of the atom in the different areas of knowledge? 3. Are the models and theories that scientists create accurate description of the natural

world, or are they primarily useful interpretations for prediction, explanation and control of the natural world?

4. Which way of knowing do we use to interpret indirect evidence gained through the use of technology?

Main Content Addressed: The atom The mass spectrometer Electron arrangement

Unit 4: Periodicity This unit focuses on the periodic table. The students will investigate how the elements are arranged, analyze the different trends and groupings in the periodic table. Unit questions:

1. What is the role of imagination and creativity in Chemistry? 2. To what extent might the formulation of a hypothesis be comparable to imagining and

creating a work of art? 3. Could we reach a point where everything important in a scientific sense is known? 4. Should scientists be held morally responsible for the application of their discoveries? 5. To what extent do the classification systems we use affect the knowledge we obtain?

Main Content Addressed:

The periodic table Physical properties Chemical properties

Unit 5: Bonding In this unit, the students will analyze the main types of chemical bonds and other forces that help hold substances together. Unit Question:

1. How does the method of learning affect the quality of knowledge acquired? 2. What holds matter together?


Ionic bonding Covalent bonding Intermolecular forces Metallic bonding Physical properties

Unit 6: Energetics In this unit, the students will see how creative learning, accurate calculations and careful observations and measurement can lead to a deeper understanding of the relationship between heat and chemical change. Unit Questions:

1. How important are technical terms such as “enthalpy” in different areas of knowledge?

2. Is the correct use of technical terms necessary or sufficient indicator of understanding?

3. What criteria do we use in judging whether discrepancies between experimental and theoretical values are due to experimental limitations or theoretical assumptions?

4. When is a scientist justified in rejecting the literature value in favor of their experimentally determined value?

5. If you know the law of conservation of energy, do you automatically know Hess’ law?

Main Content Addressed: Exothermic and endothermic reactions Calculations of enthalpy changes Hess’ Law Bond enthalpies

Unit 7: Kinetics In this unit, the students will begin by studying reaction rates and how they are measured in different situations. They will explore how reactions happen at the molecular level by studying collision theory. They will also investigate the effect that different factors have on reaction rates. Unit Question:

1. Should the relative validity of conclusions be based on experimental or on theoretical data?

2. How can we manipulate the progress of a reaction? Main Content Addressed:

Rates of reactions Collision theory

UNIT 8: Equilibrium In this unit, the students will explore some of the features of the equilibrium state which will enable them to predict how far reactions will proceed under different conditions. Unit Question:

1. Is it correct to say that when we cannot measure the quantity of a substance, it does not exist?

2. If a reaction is reversible, can it’s position be controlled? Main Content Addressed:

Dynamic equilibrium The position of equilibrium

Chemistry Grade 12 SL UNIT 9: Acids and Bases In this unit, the students will see the evolution of the theories of acids and bases as the knowledge of atomic structure progresses. Unit Questions:

1. What is the relationship between depth and simplicity? 2. To what extent is it true that scales used in measuring are considered artificial or

arbitrary? 3. What makes an acid strong or weak?


Theories of acids and bases Properties of acids and bases Strong and weak acids and bases The pH scale

UNIT 10: Oxidation and Reduction In this unit, the students will gain understanding of oxidation and reduction, which is an integral part a large branch of chemistry both in the laboratory and in the real world. Unit Questions:

1. What price do we continue to pay in terms of energy and waste in choosing a metal so prone to oxidation, and why was it chosen?

2. Chemistry has developed a systematic language that has resulted in older names becoming obsolete. What has been gained and lost in this process?


Introduction to oxidation and reduction Redox reactions Reactivity Voltaic cells Electrolytic cells

UNIT 11: Organic Chemistry In this unit, the students will start by considering how study of organic chemistry is organized. They will investigate some specific groups of organic compounds, their characteristic reactions and applications in today’s world. Unit Questions:

1. What are the main differences between the language of chemistry and that of your “mother tongue”?

2. What is the difference between an individual’s responsibility and government’s responsibility in relation to environmental concerns of global significance?


Introduction to organic chemistry Alkanes Alkenes Alcohols Halogenoalkanes Reaction pathways

Unit 12: Option D: Medicines and Drugs This option will help students apply their chemistry knowledge to many topical issues and to better prepare them to make important decisions about the management of their own health. Unit Questions:

1. Who should ultimately be responsible for assessing risk-to-benefit ration of a drug in an individual- the pharmaceutical company, a government watch body, the doctor or the patient?

2. Who should be responsible for the impact of tobacco smoking on an individual’s health?


Pharmaceutical products Antacids Analgesics Depressants Stimulants Antibacterials Antivirals

UNIT 13: Option F: Food Chemistry This option will help the students understand the chemistry of important molecules in food and the contributions that chemistry has made towards maintaining and improving the quality of food. Unit Questions:

1. How has our over-reliance on the authority of the “use by”, “best before” affected our own senses and led to unnecessary waste?

2. How certain is the scientific community about the outcomes of genetic modifications?

3. What is an acceptable risk and who should decide whether particular directions in research are pursued?


Food groups Fats and Oil Shelf life Colour Genetically modified food Texture

Math Studies SL Grade 11 Unit 1: Number and Algebra The aim of this unit is to introduce students to some basic elements and concepts of mathematics and to use of the graphic display calculator (GDC). Understanding of these will be essential to further wok in the course. Main Content:

Numerical, graphical, tabulating and listing facilities of the GDC Number sets (natural, integer, rational, real) Approximation: decimal places, significant figures, rounding, percentage error. Estimation Scientific (index) notation: a x 10k Systeme International (SI) units Arithmetic sequences and series Geometric sequences and series

Unit 2: Statistics The aims of this section are to introduce concepts that will prove useful in further studies of inferential statistics, and to develop techniques to describe and analyse sets of data. This content will also prove beneficial to students in group 4 sciences; hence the decision has been made to cover it as early as possible in the grade 11 course. Main Content:

Discrete and Continuous Data Frequesncy Tables and Histograms Box and Whisker PLots Measures of Central Tendency Measures of Dispersion Measures of Correlation Regression

X2‐test for independence of variables

Unit 3: Sets Logic and Probability The aims of this section are to enable students to: understand the concept of a set and use appropriate notation; translate between verbal and symbolic statements, use the principles of logic to analyse these statements, and use the principles of probability to analyse random events. Main Content:

Set theory: subsets; intersection; union; complement Venn diagrams: Complementary events Logic: propositions; symbolic notation of propositions Compound statements: implication; equivavlence; negation; conjunction; disjunction;

exclusive disjunction; verbal and symbolic forms

Truth tables Implication: converse; inverse; contrapositive. Logical equivalence. Probability: complementary events; combined events; mutually exclusive; independent;

conditional events. Unit 4: Functions The aim of this section is for students to gain understanding of functions that can be applied to practical situations. Main Content:

Domain and range. Mapping diagrams Linear functions and their graphs Quadratic functions and their graphs. Properties of symmetry: vertex; intercepts Exponential functions and their graphs and properties. Graphs and properties of the sine and cosine functions Accurate graph drawing for all of the above types of functions Use of a GDC to sketch and analyse some simple, unfamiliar functions Use of a GDC to solve equations

Unit 5: Financial Mathematics The aim of this section is to build a firm understanding of the concepts underlying certain financial transactions. Students can use any correct method (for example, iterative processes and finding successive approximations) that is valid for obtaining a solution to a problem in this section. Most problems centre around simple and compound interest and exchange rates. This unit teaches useful life skills. Main Content:

Currency Conversions Calculating Simple Interest Calculating Compound Interest Constructing tables for loan repayment, investment, inflation and savings schemes.

Unit 6: Personal Project The course includes 20 hours of internally assessed project work, which contributes 20% of the course grade. Students must produce a piece of work based on personal research in a topic of their choice. The aims of the project include developing the students’ personal insight into the nature of mathematics, developing the ability to ask their own questions about mathematics and discovering how math can be applied in other subject areas. The content of the project is entirely open for the student to determine. The due date for the project will be in week 4 of grade 12.

Math Studies SL Grade 12 Unit 1: Personal Project Part II The course includes 20 hours of internally assessed project work, which contributes 20% of the course grade. Students must produce a piece of work based on personal research in a topic of their choice. The aims of the project include developing the students’ personal insight into the nature of mathematics, developing the ability to ask their own questions about mathematics and discovering how math can be applied in other subject areas. The content of the project is entirely open for the student to determine. The due date for the project will be in week 6 of grade 12. Unit 2: Statistics The aims of this section are to introduce concepts that will prove useful in further studies of inferential statistics, and to develop techniques to describe and analyse sets of data. The current grade 12 students did not do this topic in grade 11. However, many of them are finding this content useful in their project work and group 4 sciences practical work. Main Content:

Discrete and Continuous Data Frequency Tables and Histograms Box and Whisker Plots Measures of Central Tendency Measures of Dispersion Measures of Correlation Regression

X2‐test for independence of variables.

Unit 3: Functions The aim of this section is for students to gain understanding of functions that can be applied to practical situations. The more difficult components of this topic that were not covered in grade 11, or that students had difficulty with, will be studied or revised in grade 12. Main Content:

Revision of G11 content. Exponential functions and their graphs and properties. Graphs and properties of the sine and cosine functions Accurate graph drawing for all of the above types of functions Use of a GDC to sketch and analyse some simple, unfamiliar functions Use of a GDC to solve equations

Unit 4: Geometry and Trigonometry The aims of this section are to develop the ability to draw clear diagrams, represent information given in two dimensions, and apply geometric and trigonometric techniques to problem solving. Main Content:

Coordinates in two dimensions: points; lines; midpoints; distance between points. Equations of lines in two dimensions: y = mx + c and ax + by + d + 0; gradient;

intercepts; points of intersection; parallel and perpendicular lines. Right angled trigonometry: ratios of sine, cosine and tangent Sine and Cosine rule: area of a triangle, construction of diagrams from written

statements. Geometry of 3-D shapes: cuboid; prism; pyramid; cylinder; sphere; hemisphere; cone Surface area and volume of above shapes Vertices and midpoints, length of lines joining these and angles formed by these lines for

the above geometric shapes. Unit 5: Introductory Differential Calculus The aim of this section is to introduce the concept of the gradient of the graph of a function, which is fundamental to the study of differential calculus, so that students can apply the concept of the derivative of a function to solving practical problems. Main Content:

Rates and gradients

The derivative function

Tangents to curves

Properties of curves

Optomisation

Biology Grade 11 (HL and SL) Unit 1: Introduction to Labwork, Internal Assessment and Statistics (SL & HL) This unit provides an in depth coverage of the requirements of the internally assessed practical scheme of work. The IBO mandated assessment rubrics are deconstructed into student friendly language, with detailed explanations and examples of what is required. Students will conduct practice labs and data processing activities and gain feedback to better understand the assessment process. This unit focuses on the essential tools biologists utilize when collecting, describing, analyzing and presenting data. Students will understand that the scientific community defines an objective standard by which claims about data can be made. Students will continue to develop these skills over the 2 year program. Unit Questions:

1. How does data describing the spread of values around a central value have significance in biology?

2. How does error affect the reliability of data and conclusions based upon it? 3. Why does the scientific community define an objective standard by which claims about

data can be made? Main Content Addressed:

Requirements of IA and the PSOW Graphical representation of data using error bars Calculations of means and standard deviation Significance of standard deviation Comparing two sets of data

Unit 2: The Chemistry of Life In this unit students will be introduced to the major classes of molecules relevant to biological systems. Water, its chemical and physical properties and the biological importance of these properties will be considered. Structure and function of nucleic acids as information carrying molecules will be investigated through the mechanisms of protein synthesis. The functional role of proteins as enzymes will be studied with specific examples and implications for industry. Finally students will be able to appreciate how, through determination of protein sequence, DNA ultimately controls the metabolic activities of individual cells. Unit Questions:

1. What are the properties of water that make life possible? 2. What atoms and molecules are prevalent in biological systems, and why? 3. How does DNA store information and pass it unchanged to new cells? 4. How does the ‘master molecule’ rule the cell?


Chemical elements and water Carbohydrates, lipids and proteins DNA structure Enzymes DNA replication Transcription and translation

Unit 3: Cells. This unit will investigate cell theory, techniques used to study cells and the modern application of stem cells to disease. The students will appreciate the link between structure and function of organelles and of specialized cell types. Students will also discover that there are major distinctions between types of cells found in the 5 Kingdoms of living organisms. Yet, some cellular components are ubiquitous, and so are some processes and structures. However, these universal features exist in a biological world of enormous diversity. Unit Questions:

1. Is there any distinction to be drawn between knowledge claims dependent upon observations made directly with the senses and knowledge claims dependent upon observations assisted by technology?

2. Can life be defined? 3. Is life an emergent property? 4. How can the scientific community convey information about its work to the wider

community in such a way that informed decisions about research can be made? Main Content Addressed:

Cell theory Prokaryotic cells Eukaryotic cells Membranes Transport in cells Cell division

Unit 4: Energy in Cells This unit combines knowledge acquired in the previous two units in order to consider how energy is derived at the cellular level. Food molecules are produced in the cells of autotrophs via photosynthesis and are oxidized via cellular respiration to transfer energy to ATP. A series of controlled, enzyme regulated steps allows energy to be efficiently transferred from high energy food molecules to more manageable ATP ‘energy packets’ without excessive heat generation. Students will gain an overview of photosynthesis and respiration at SL and acquire considerable depth of understanding at HL. Unit Questions: 1. How is energy derived and utilized at the cellular level? 2. Can plants grow faster? 3. Can we ‘burn’ fat? 4. How is heat output limited? Main Content Addressed:

Photosynthesis Cellular respiration Limiting factors

Unit 5: Genetics Variation between and within species has a molecular basis. Chromosomes, genes and alleles will be considered as units of inheritance. Mechanisms of chromosome and gene mutation will be investigated, along with methods of diagnosis. Classical genetics, along with modern advances in biotechnology will be investigated. Finally, ethical issues surrounding these controversial issues will be discussed and debated. Unit Questions:

1. Are we all mutants? 2. How does sexual reproduction create variation? 3. Are Mendel’s results too good to be true? 4. How can DNA be used to fight crime? 5. How can we predict the phenotypic outcome of plant and animal breeding? 6. Do protesters who destroy trials of genetically modified foods make the world safer?

Main Content Addressed

Chromosomes, genes, alleles and mutations Meiosis Theoretical Genetics DNA fingerprinting Genetic Engineering and other aspects of biotechnology Dihybrid Crosses (HL) Autosomal Gene linkage (HL) Polygenic inheritance (HL)

Unit 6: Human Physiology In this unit, human body systems will be investigated. Students will appreciate that organs consist of specialized cell types that are differentiated to perform certain life functions maximally, but that they remain dependent on all other cells in the organism. They will understand that checks and balances exist within living systems and that regulation and coordination are vital in multi-cellular organisms. The concept of homeostasis will form a central theme throughout the unit. Unit Questions:

1. What are the life functions and how are they performed in multi-cellular organisms? 2. How can human organ systems be linked to life functions? 3. How is structure linked to function in human body systems 4. Do wealthy nations have a responsibility to poorer nations to help in the fight against

diseases like HIV? Main Content Addressed

The digestive system and assimilation of nutrients The circulatory system and transport Pathogens, disease and immunity The respiratory system and gas exchange

Unit 7: Plants (HL only) All life on Earth depends on autotrophs and for the most part, this means plants. Yet they are amongst the most understudied and underappreciated organisms in the biological sciences. Here, students are forced to take a closer look and gain an appreciation for the complexity, beauty and importance of these life forms. Plants provide some of the most perfect examples of how evolutionary forces result in structures that perfectly match their functions. This point is stressed throughout the unit. Unit Questons:

1. What shapes a plant? 2. Do plants waste water? 3. What came first, the flower or the bee?

Main Content Addressed Plant structure Specialised plant structures Transport in plants Plant reproduction Plant responses

Biology Grade 12 Unit 1: Human Physiology (continued) In this unit, human body systems will be investigated. Students will appreciate that organs consist of specialized cell types that are differentiated to perform certain life functions maximally, but that they remain dependent on all other cells in the organism. They will understand that checks and balances exist within living systems and that regulation and coordination are vital in multi-cellular organisms. The concept of homeostasis will form a central theme throughout the unit. Unit Questions:

1. How is the interdependence and integration of body systems achieved in humans? 2. How and why is a steady state maintained? 3. Is mood chemically predetermined? 4. How hard is it to get pregnant? 5. How is locomotion achieved? 6. What’s the point of pee?

Main Content:

Homeostasis and nervous integration Nervous and endocrine systems Reproductive system Menstrual cycle Reproductive technologies Musculoskeletal system (HL) Excretion (HL)

Unit 2: Ecology and Evolution In this unit students learn that ecosystems are constructed upon interdependence of species and the influence of environmental factors. Ecological relationships are built over millions of years and sudden disruptions have severe consequences. The components of ecosystems are defined and explained for students. Populations and the ways they change are explained. The impacts of human activities are considered and the precautionary principle evaluated. Finally, the evidence and mechanisms of evolution is given superficial coverage. Unit Questions:

1. How does energy flow relate to interdependence of species? 2. What are the consequences of change in an ecosystem? 3. Are genes selfish? 4. Who will survive?

Main Content: Communities and Ecosystems The Greenhouse Effect & Precautionary Principle Population Dynamics Evolution by Natural Selection Classification

Unit 3: Option D. Evolution Evolution is the central and unifying concept of biological science. Everything that can be observed within and between living organisms can be understood when put in the context of evolution and natural selection. No course in Biology should be undertaken without sufficient coverage of this topic to allow students to understand that evolution is the most powerful contribution of the biological sciences to humanities understanding of itself and its place in nature. Unit Questions:

1. How did life begin? 2. How do new species emerge? 3. How did humans evolve from primates?

Main Content: Origin of Life on Earth Speciation Human Evolution The Hardy-Weinberg Principle (HL) Phylogeny and Systematics (HL)

Unit 4: Neurobiology and Behavior (SL & HL)

In this unit, students will understand that behavior in animals is related to an environmental context as well as genetic. They will study, with animal examples, innate, learned and social behavior as well as the structures that allow perception to occur, such as the neuron, eye and brain. We will take an in depth view of synapses and neurotransmitters and consider the action of psychoactive drugs in disrupting synaptic transmission. HL students will delve deeply into brain organisation, autonomic nervous regulation and complex behaviours such as altruism and mate selection.

Unit Questions 1. Can natural selection alone account for behaviour? 2. To what extent can Pavol’s theory be applied to different examples of learning? 3. How can the process of learning enhance survival? 4. How limited is perception? 5. Who benefits from altruism?


Stimulus and Response Perception of Stimuli Innate and Learned Behavior Neurotransmitters, synapses and drugs Social Behavior (HL) The Human Brain (HL) The Autonomic Nervous System (HL)

Mathematics (HL) Mathematics Grade 11 and Grade 12 Unit 1: Algebra The purpose of this unit is to introduce diploma candidates to some basic algebraic concepts and applications. Main content addressed:

Arithmetic and geometric sequences and series; sums of arithmetic and geometric series; sums of finite and infinite geometric series

Sigma notation Exponents and logarithms; the laws of exponents and logarithms; the change of base

rule Counting principles, including permutations and combinations The binomial theorem and expansions of nba )(

Proof by mathematical induction; forming conjectures to be proved by mathematical induction

Complex numbers: the real and imaginary parts, the conjugate, the modulus and argument; Cartesian form ibaz ; modulus-argument form )sin(cos irz ; the complex plane

Sums, products and quotient of complex numbers De Moivre’s theorem; powers and roots of a complex number Conjugate roots of polynomial equations with real coefficients

Unit 2: Functions and Equations The purpose of this unit is to explore the notion of function as a unifying theme in mathematics and to apply functional methods to a variety of mathematical situations. Main content addressed: ・ The concept of function )(: xfxf : domain, range; image (value)

・ Composite functions gf ; the identity function; inverse functions 1f

・ The graphs of functions; its equation y=f(x); function graphing skills; the use of a GDC to graph a variety of functions; investigate the key features of graphs; find the solutions of equations graphically

・ Transformations of graphs: translations, stretches, reflections in the axes ・ The graph of )(1 xfy as the reflection in the line y=x and the graph of y=f(x)

・ The graph of )(

1

xfy from y=f(x); the graphs of the absolute value functions )(xfy and

)( xfy

・ The reciprocal function 0,1

xx

x : its graph, its self-inverse nature

・ The quadratic function cbxaxx 2 ; its graph, y-intercept (0,c); axis of symmetry a

bx

2

;

the form khxax 2 : vertex (h,k); the form qxpxax : x-intercepts (p,0) and (q,0)

・ The solution of 0,02 acbxax ; the quadratic formula; use of the discriminant acb 42

・ The function 0, aax x ; the inverse function 0,log xxx a ; graphs of xay and xy alog ;

solution of ba x using logarithms ・ The exponential function xex ; the logarithmic function xx ln , x>0 ・ Inequalities in one variable, using their graphical representation; solutions of g(x)≥f(x)

where f,g are linear or quadratic ・ Polynomial functions; the factor and remainder theorems, with application to the solution

of polynomial equations and inequalities Unit 3: Circular Functions and Trigonometry The purpose of this unit is to explore the circular functions, to introduce some important trigonometric identities and to solve triangles using trigonometry. Main content addressed: ・ The circle: radian measure of angles; length of an arc; area of a sector ・ Definition of sin and cos in terms of the unit circle; definition of tan as

cos

sin ; the

definition of cot,csc,sec ; Pythagorean identities 222222 csccot1;sectan1;1cossin

・ Compound angle identities; double angle formulae ・ The circular functions xx cos,sin and xtan : their domains and ranges; their periodic nature;

their graphs; composite functions of the form dcxbaxf ))(sin()(

・ The inverse functions xx arcsin , xx arccos , xx arctan ; their domains, ranges, and graphs ・ Solutions of trigonometric equations in a finite interval; equations of the type

kcxba ))(sin( ; equation leading to quadratic equation in, for example xsin ; graphical interpretation of the above

・ Use of trigonometric identities and factorization to transform equations ・ Solution of triangles; the cosine rule: Cabbac cos2222 ; the sine rule:

c

C

b

B

a

A sinsinsin ;

areas of triangles as Cab sin2

1

Unit 4: Matrices The purpose of this unit is to provide an elementary introduction to matrices as a fundamental concept of linear algebra. Main content addressed: ・ The definition of a matrix: the terms “element”, “row”, “column”, and “order” ・ Algebra of matrices: equality; addition; subtraction; multiplication by a scalar;

multiplication of matrices; identity and zero matrices ・ The determinant of a square matrix; calculation of 2x2 and 3x3 determinants; the inverse

of a matrix, condition for the existence of the inverse of a matrix; conditions for the existence of a unique solution, no solution and an infinity of solutions

・ Solution of systems of linear equations using inverse matrices

Unit 5: Vectors The purpose of this unit is to introduce the use of vectors in two and three dimensions, and to facilitate solving problems involving points, lines and planes. Main content addressed: ・ Vectors as displacements in the plane and in three dimensions; components of a vector;

column representation kvjviv

v

v

v

v 321

3

2

1

・ Algebraic and geometric approaches to: the sum and difference of two vectors, the zero vector, negative vectors, multiplication by a scalar, the magnitude of vectors, unit vectors, base vectors, position vectors

・ The scalar product of two vectors; algebraic properties of the scalar product; perpendicular vectors; parallel vectors; the angle between two vectors

・ Representation of a line as tbar ; parametric and Cartesian representation of lines; the angle between two lines

・ Distinguishing between coincident, parallel, intersecting and skew lines and distinguishing between these cases; finding points where lines intersect

・ The vector product of two vectors; the determinant representation; the geometric representation of the vector product

・ Vector equation of a plane cbar ; use of normal vector to obtain the form nanr ; Cartesian equation of a plane dczbyax

・ Intersections of: a line with a plane, two planes, three planes; angle between: a line and a plane, two planes

Unit 6: Statistics and Probability The purpose of this unit is to provide introduce basic concepts. It may be considered as three parts: descriptive statistics, basic probability and modeling data. The emphasis is on understanding and interpreting the results obtained. Main content addressed: ・ The concepts of population, sample, random sample and frequency distribution of

discrete and continuous data ・ Presentation of data: frequency tables and diagrams, box and whisker plots; grouped

data; mid-interval values; interval width; upper and lower interval boundaries; frequency histograms

・ Mean, median and mode; quartiles; percentiles; range; interquartile range; variance; standard deviation

・ Cumulative frequency; cumulative frequency graphs and their use to find median, quartiles percentiles

・ Concepts of trial, outcome, equally likely outcomes, sample space (U) and event; the probability of an event A as

)(

)()(

Un

AnAP ; complementary events 1)()( ' APAP

・ Combined events, the formulas )()()()( BAPBPAPBAP ; 0)( BAP for mutually exclusive events

・ Conditional probability; the definition )(

)()(

BP

BAPBAP

; independent events –the definition

)()()( 'BAPApBAP ; use of Bayes’ theorem for two events

・ Use of Venn diagrams, tree diagrams and tables of outcomes to solve problems ・ Concept of discrete random variables and their probability distributions; definitions and

use of probability density functions; expected value (mean), E(X) ・ Binomial distribution, its mean and variance; Poisson distribution, its mean and variance ・ Normal distribution; properties of the normal distribution; standardization of normal

variables Unit 7: Calculus The purpose of this unit is to to introduce students to the basic concepts and techniques of differential and integral calculus and their applications. Main content addressed: ・ Informal ideas of limit and convergence; definition of derivative as

h

xfhxfxf

h

)()(lim)(

0

' ;

derivative of xn exxxQnx ,tan,cos,sin),( and lnx; derivatives of reciprocal circular functions; derivatives of xa and xalog ; derivatives of arcsinx, arccosx, arctanx; derivative interpreted

as gradient function and as rate of change ・ Differentiation of a sum and a real multiple of the functions listed above; the chain rule

for composite functions; application of the chain rule to related rates of change; the product and quotient rules; the second derivative and an awareness of higher derivatives

・ Local maximum and minimum points; use of the first and second derivative in optimization problems

・ Indefinite integration as anti-differentiation; indefinite integral of xn ex

xxxQnx ,1

,tan,cos,sin),( ;

the composites of any of these functions with the linear function ax+b ・ Anti-differentiation with a boundary condition to determine the constant term; definite

integrals; areas under curves, areas between curves, volumes of revolution ・ Kinematic problems involving displacement, velocity, and acceleration ・ Graphical behavior of functions: tangents and normals, behavior ofr large values of x,

horizontal and vertical asymptotes; the significance of the second derivative; distinction between maximum and minimum points; points of inflection with zero and non-zero gradients

・ Implicit differentiation ・ Further integration: integration by substitution, integration by parts ・ Solution of first order differential equations by separation of variables.

Unit 8 (2009 – 2011): Series and differential equations The purpose of this unit is to continue the study of Unit 7 and the first part of Unit 1. The students will learn to analyze the convergence of more complicated sequences and series (other than geometric, see Unit 1), solve differential equations, and learn about the use of these equations to model real-life physical systems.

Main content addressed:

Infinite sequences of real numbers. Limits. The integral as a limit. Improper integrals. Types of infinite series. Convergence of infinite series. Tests of convergence. Taylor polynomials and series. Error terms. Maclaurin series as a particular case. First order differential equations. Geometrical interpretations. Applications in physics.

Unit 8 (2008 – 2010): Sets, Relations, and Groups The purpose of this unit is to provide the opportunity to study some important mathematical concepts, and introduce the principles of proof through abstract algebra.

Main content addressed: ・ Finite and infinite sets. Subsets. Operations on sets: union, intersection, complement,

set difference, symmetric difference ・ De Morgan’s laws; distributive, associative and commutative laws (for union and

intersection) ・ Ordered pairs: the Cartesian product of two sets ・ Relations; equivalence relations, equivalence classes ・ Functions: injections, surjections, bijections; composition of functions and inverse

functions ・ Binary operations; operation tables (Cayley tables) ・ Binary operations with associative, distributive and commutative properties ・ The identity element e; the inverse 1a of an element a ; proof that left-cancellation and

right-cancellation by an element a hold provided that a has an inverse; proofs of the uniqueness of the identity and inverse elements

・ The axioms of a group ,G ; Abelian groups

・ The following groups o R,Q,Z and C under addition o Matrices of the same order under addition o 2x2 invertible matrices under multiplication o Integers under addition modulo n o Groups of transformations o Symmetries of an equilateral triangle, rectangle and square o Invertible functions under composition of functions o Permutations under composition of permutations

・ Finite and infinite groups; the order of a group element and the order of a group ・ Cyclic groups; proof that all cyclic groups are Abelian ・ Subgroups, proper subgroups; use and proof of subgroup tests; Lagrange’s theorem;

use and proof of the result that the order of a finite group is divisible by the order of any element (Corollary to Lagrange’s theorem)

・ Isomorphism of groups; proof of isomorphism properties for identities and inverses


Numerical, graphical, tabulating and listing facilities of the GDC Number sets (natural, integer, rational, real) Approximation: decimal places, significant figures, rounding, percentage error. Estimation Scientific (index) notation: a x 10k Systeme International (SI) units Arithmetic sequences and series Geometric sequences and series

Unit 2: Statistics The aims of this section are to introduce concepts that will prove useful in further studies of inferential statistics, and to develop techniques to describe and analyse sets of data. This content will also prove beneficial to students in group 4 sciences; hence the decision has been made to cover it as early as possible in the grade 11 course. Main Content:

Discrete and Continuous Data Frequesncy Tables and Histograms Box and Whisker PLots Measures of Central Tendency Measures of Dispersion Measures of Correlation Regression X2-test for independence of variables


Set theory: subsets; intersection; union; complement Venn diagrams: Complementary events Logic: propositions; symbolic notation of propositions Compound statements: implication; equivavlence; negation; conjunction; disjunction;

exclusive disjunction; verbal and symbolic forms

Truth tables Implication: converse; inverse; contrapositive. Logical equivalence. Probability: complementary events; combined events; mutually exclusive; independent;

conditional events. Unit 4: Functions The aim of this section is for students to gain understanding of functions that can be applied to practical situations. Main Content:

Domain and range. Mapping diagrams Linear functions and their graphs Quadratic functions and their graphs. Properties of symmetry: vertex; intercepts Exponential functions and their graphs and properties. Graphs and properties of the sine and cosine functions Accurate graph drawing for all of the above types of functions Use of a GDC to sketch and analyse some simple, unfamiliar functions Use of a GDC to solve equations

Unit 5: Financial Mathematics The aim of this section is to build a firm understanding of the concepts underlying certain financial transactions. Students can use any correct method (for example, iterative processes and finding successive approximations) that is valid for obtaining a solution to a problem in this section. Most problems centre around simple and compound interest and exchange rates. This unit teaches useful life skills. Main Content:

Currency Conversions Calculating Simple Interest Calculating Compound Interest Constructing tables for loan repayment, investment, inflation and savings schemes.

Unit 6: Personal Project The course includes 20 hours of internally assessed project work, which contributes 20% of the course grade. Students must produce a piece of work based on personal research in a topic of their choice. The aims of the project include developing the students’ personal insight into the nature of mathematics, developing the ability to ask their own questions about mathematics and discovering how math can be applied in other subject areas. The content of the project is entirely open for the student to determine. The due date for the project will be in week 4 of grade 12.

Mathematics (SL) Mathematics Grade 11 and Grade 12 Unit 1: Algebra The purpose of this unit is to introduce diploma candidates to some basic algebraic concepts and applications. Main content addressed:

Arithmetic and geometric sequences and series; sums of arithmetic and geometric series; sums of finite and infinite geometric series

Sigma notation Exponents and logarithms; the laws of exponents and logarithms; the change of base

rule The binomial theorem and expansions of nba )(

Proof by mathematical induction; forming conjectures to be proved by mathematical induction

Unit 2: Functions and Equations The purpose of this unit is to explore the notion of function as a unifying theme in mathematics and to apply functional methods to a variety of mathematical situations. Main content addressed: ・ The concept of function )(: xfxf : domain, range; image (value)

・ Composite functions gf ; the identity function; inverse functions 1f

・ The graphs of functions; its equation y=f(x); function graphing skills; the use of a GDC to graph a variety of functions; investigate the key features of graphs; find the solutions of equations graphically

・ Transformations of graphs: translations, stretches, reflections in the axes ・ The graph of )(1 xfy as the reflection in the line y=x and the graph of y=f(x)

・ The reciprocal function 0,1

xx

x : its graph, its self-inverse nature

・ The quadratic function cbxaxx 2 ; its graph, y-intercept (0,c); axis of symmetry a

bx

2

;

the form khxax 2 : vertex (h,k); the form qxpxax : x-intercepts (p,0) and (q,0)

・ The solution of 0,02 acbxax ; the quadratic formula; use of the discriminant acb 42

・ The function 0, aax x ; the inverse function 0,log xxx a ; graphs of xay and xy alog ;

solution of ba x using logarithms ・ The exponential function xex ; the logarithmic function xx ln , x>0

Unit 3: Circular functions and trigonometry

The purpose of this unit is to explore the circular functions and to solve triangles using trigonometry. Main content addressed: ・ The circle: radian measure of angles; length of an arc; area of a sector ・ Definition of sin and cos in terms of the unit circle; definition of tan as

cos

sin ; the identity

1sincos 22

・ Double angle formulae: 22 sincos2cos;cossin22sin

・ The circular functions xx cos,sin and xtan : their domains and ranges; their periodic nature; their graphs; composite functions of the form dcxbaxf ))(sin()(

・ Solutions of trigonometric equations in a finite interval; equations of the type kcxba ))(sin( ; equation leading to quadratic equation in, for example xsin ; graphical

interpretation of the above. ・ Solution of triangles; the cosine rule: Cabbac cos2222 ; the sine rule:

c

C

b

B

a

A sinsinsin ;

areas of triangles as Cab sin2

1

Unit 4: Matrices The purpose of this unit is to provide an elementary introduction to matrices as a fundamental concept of linear algebra. Main content addressed: ・ The definition of a matrix: the terms “element”, “row”, “column”, and “order” ・ Algebra of matrices: equality; addition; subtraction; multiplication by a scalar;

multiplication of matrices; identity and zero matrices ・ The determinant of a square matrix; calculation of 2x2 and 3x3 determinants; the inverse

of a 2x2 matrix, condition for the existence of the inverse of a matrix ・ Solution of systems of linear equations using inverse matrices

Unit 5: Vectors The purpose of this unit is to provide an elementary introduction to vectors. This includes both algebraic and geometric approaches. Main content addressed: ・ Vectors as displacements in the plane and in three dimensions; components of a vector;

column representation kvjviv

v

v

v

v 321

3

2

1

・ Algebraic and geometric approaches to: the sum and difference of two vectors, the zero vector, negative vectors, multiplication by a scalar, the magnitude of vectors, unit vectors, base vectors, position vectors

・ The scalar product of two vectors; algebraic properties of the scalar product; perpendicular vectors; parallel vectors; the angle between two vectors

・ Representation of a line as tbar ; the angle between two lines ・ Distinguishing between coincident and parallellines; finding points where lines intersect

Unit 6: Statistics and Probability The purpose of this unit is to provide introduce basic concepts. It may be considered as three parts: descriptive statistics, basic probability and modeling data. The emphasis is on understanding and interpreting the results obtained. Main content addressed: ・ The concepts of population, sample, random sample and frequency distribution of

discrete and continuous data ・ Presentation of data: frequency tables and diagrams, box and whisker plots; grouped

data; mid-interval values; interval width; upper and lower interval boundaries; frequency histograms

・ Mean, median and mode; quartiles; percentiles; range; interquartile range; variance; standard deviation

・ Cumulative frequency; cumulative frequency graphs and their use to find median, quartiles, percentiles

・ Concepts of trial, outcome, equally likely outcomes, sample space (U) and event; the probability of an event A as

)(

)()(

Un

AnAP ; complementary events 1)()( ' APAP

・ Combined events, the formulas )()()()( BAPBPAPBAP ; 0)( BAP for mutually exclusive events

・ Conditional probability; the definition )(

)()(

BP

BAPBAP

; independent events –the definition

)()()( 'BAPApBAP ; use of Bayes’ theorem for two events

・ Use of Venn diagrams, tree diagrams and tables of outcomes to solve problems ・ Concept of discrete random variables and their probability distributions; expected value

(mean), E(X) for discrete data ・ Binomial distribution, mean of the binomial distribution ・ Normal distribution; properties of the normal distribution; standardization of normal

variables Unit 7: Calculus The purpose of this unit is to to introduce students to the basic concepts and techniques of differential and integral calculus and their applications. Main content addressed: ・ Informal ideas of limit and convergence; definition of derivative as

h

xfhxfxf

h

)()(lim)(

0

' ;

derivative of xn exxxQnx ,tan,cos,sin),( and lnx; derivatives of reciprocal circular functions; derivatives of xa and xalog ; derivatives of arcsinx, arccosx, arctanx; derivative interpreted

as gradient function and as rate of change ・ Differentiation of a sum and a real multiple of the functions listed above; the chain rule

for composite functions; application of the chain rule to related rates of change; the

product and quotient rules; the second derivative and an awareness of higher derivatives ・ Local maximum and minimum points; use of the first and second derivative in

optimization problems ・ Indefinite integration as anti-differentiation; indefinite integral of xn e

xxxQnx ,

1,cos,sin),( ; the

composites of any of these functions with the linear function ax+b ・ Anti-differentiation with a boundary condition to determine the constant term; definite

integrals; areas under curves, areas between curves, volumes of revolution ・ Kinematic problems involving displacement, velocity, and acceleration ・ Graphical behavior of functions: tangents and normals, behavior for large values of x,

horizontal and vertical asymptotes; the significance of the second derivative; distinction between maximum and minimum points; points of inflection with zero and non-zero gradients.

Math Studies SL Grade 12 Unit 1: Personal Project Part II The course includes 20 hours of internally assessed project work, which contributes 20% of the course grade. Students must produce a piece of work based on personal research in a topic of their choice. The aims of the project include developing the students’ personal insight into the nature of mathematics, developing the ability to ask their own questions about mathematics and discovering how math can be applied in other subject areas. The content of the project is entirely open for the student to determine. The due date for the project will be in week 6 of grade 12. Unit 2: Statistics The aims of this section are to introduce concepts that will prove useful in further studies of inferential statistics, and to develop techniques to describe and analyse sets of data. The current grade 12 students did not do this topic in grade 11. However, many of them are finding this content useful in their project work and group 4 sciences practical work. Main Content:

Discrete and Continuous Data Frequency Tables and Histograms Box and Whisker Plots Measures of Central Tendency Measures of Dispersion Measures of Correlation Regression X2-test for independence of variables.

Unit 3: Functions The aim of this section is for students to gain understanding of functions that can be applied to practical situations. The more difficult components of this topic that were not covered in grade 11, or that students had difficulty with, will be studied or revised in grade 12. Main Content:

Revision of G11 content. Exponential functions and their graphs and properties. Graphs and properties of the sine and cosine functions Accurate graph drawing for all of the above types of functions Use of a GDC to sketch and analyse some simple, unfamiliar functions Use of a GDC to solve equations


Coordinates in two dimensions: points; lines; midpoints; distance between points. Equations of lines in two dimensions: y = mx + c and ax + by + d + 0; gradient;

intercepts; points of intersection; parallel and perpendicular lines. Right angled trigonometry: ratios of sine, cosine and tangent Sine and Cosine rule: area of a triangle, construction of diagrams from written

statements. Geometry of 3-D shapes: cuboid; prism; pyramid; cylinder; sphere; hemisphere; cone Surface area and volume of above shapes Vertices and midpoints, length of lines joining these and angles formed by these lines for

the above geometric shapes. Unit 5: Introductory Differential Calculus The aim of this section is to introduce the concept of the gradient of the graph of a function, which is fundamental to the study of differential calculus, so that students can apply the concept of the derivative of a function to solving practical problems. Main Content:

Rates and gradients The derivative function Tangents to curves Properties of curves Optimization

Music(SLandHL)The DP music course endeavours to foster the creativity needed for a 21st century education through an

emphasis on patterning and creating. This focus is therefore very individual for each student. Students

participate in an on‐going cycle of analysis, re‐creation and creation to fulfill the assessment criteria in

the course. The units below describe what each section of the course cover, however all units are not

covered sequentially, because the assessment parameters easily allow for each unit to stimulate the

others to generate robust musical knowledge and understanding, and develop the necessary skills

required in this course of study.

TheCreativeCycleThe above description is good to think of as the creative cycle and should constantly remind students of

how both professional and recreational artists work to gain insight and inspiration to create new work.

Analysis

Re‐creation

Creation

In addition to creating new work, the other primary goal of the DP music course is to find links of a

musical nature across time and place by examining musical traditions around the world. These musical

links provide students with another tool to innovate and an impetus to develop new styles of music.

In the DP music course we learn how to describe what we hear through analysis of the musical elements,

we practice re‐creating the musical works of other composers and we learn how to create our own

works from the techniques used by other composers from around the world.

AssessmentStudents need to submit a student portfolio of 20 collected musical works in week 5 of the course. This

portfolio should represent a varied collection of cultures, genres and styles of music and it becomes the

basis of study for the entire programme of study over two years.

Throughout the course student must prepare:

20 minutes of Solo Recordings selected from pieces presented during one or more public

performance(s) from the portfolio.

3 music compositions between 3 to 6 minutes in length. (A limited range of alternatives are

available in this section, depending on the content of the collected portfolio.)

A 2000 word written media script which investigates the significant musical links between two

(or more) pieces from distinct musical cultures that are included in the student’s portfolio.

At the conclusion of the course in Grade 12 students must respond to 7 musical perception questions in

a 3 hour listening paper based on both some pieces included in the student portfolio and some pieces

not previously studied. The questions allow either a demonstration of a wider understanding of music

in relation to time, place and cultures or require the student to respond with a comparative analysis

through comparing and contrasting the musical elements of musical works with each other. All

questions require reasoned musical argument.

Unit1: The constituent parts of music

Students use their portfolio to analyse and examine, compare and contrast musical elements (such as

duration, pitch, timbre/tone colour, texture, dynamics, form and structure) and their significance to

each other. The cultural, historical and stylistic context of each piece is also researched.

Unit Question: To what extent can the music of one culture be understood by others?


Knowledge, understanding and perception of music in relation to time, place and cultures

Appropriate musical terminology to describe and reflect their critical understanding of music

Comparative analysis of music in relation to time, place and cultures

Unit2: Messages in music

Students select four pieces in their portfolio that they can re‐create in performance. In class, students

analyse these works against concepts of contrast, technical challenge, performance capability, musical

element control, style and musical communication.

Unit question: Is the composer’s intention important to the listener? To what extent would this affect

the performance?


Knowledge, understanding and skills in performance through solo music making.

Unit3: The function of music in different times and places.

Students explore how to control and develop chosen musical elements (such as duration, pitch,

timbre/tone colour, texture, dynamics) and how form and structure and style can give musical

coherence. Students also research the technical capabilities (and limitation) of instruments they chose

to compose for. Notation systems are studied to learn how to correctly convey musical intentions of the

composer to be effectively communicated to the performer. Artistic intentions, processes and

outcomes are also studied throughout the course.

Unit question: How can music evoke an emotional response from the listener? Is this a way of knowing?


Creative skills through exploration, control and development of musical elements

Critical‐thinking skills through reflective thought.

Unit4: Independent Assessment work

Unit Questions:

Students explore possible questions that connect individual portfolio pieces to their assessment work.


This will vary among students as they develop their internal and external assessment submissions. Each

student is mentored individually at this point.

1

Visual Arts (HL and SL) The first year acquaints students with the appreciation of contemporary and historical artworks, while allowing them opportunities to experiment in various media. Styles and concepts used by artists are investigated alongside cultures and world events that have influenced artistic expression. Students begin the year with teacher led projects, progressively taking more responsibility over the content, concepts and strategies of the projects in preparation for the independent study of year 12. The course is designed to foster artistic growth for the student through recorded research (Investigation Workbook) and experimentation. Higher level students are required to produce more work and are marked on one additional assessment criteria. Learning objectives: • to provide students with the opportunities to develop the aesthetic, imaginative and creative faculties. • to stimulate and train visual awareness, perception and criticism of the visual arts through exhibition, presentations, research and gallery or museum visits. • to enable the systematic development of a creative project through the understanding and application of the creative cycle. • to exemplify and encourage a lively, enquiring and informed attitude towards art and design in all its forms, by context of culture, socio-political, historical, and personal experience. • to develop a specialist art lexicon for articulating personal creative aims, and analyzing art. Students build upon prior knowledge of art and art making skills through a variety of guided and independent projects, research, critique and homework assignments. Investigation Workbook (IWB) The purpose of the Investigation Workbook is to encourage adventurous and critical personal investigation to support the development of thematic art projects. It will take the form of a working journal, containing both visual and verbal information, records of exhibitions visited, consideration of the visual arts of other cultures, the historical context of artworks being studied, as well as references to the student’s own studio practice. Assessment Assessment is based on the published criteria from the IBO Visual Arts Guide. This is a criterion referenced process with detailed level descriptors of achievement. Students are assessed both on the substance of their Investigative Workbooks, and the artworks they produce in the studio. They are required to write an Artist Statement, have a public exhibition of their thematic work, and participate in a one-to-one interview with an external examiner.

2

Visual Arts Grade 11 Unit 1: 24 hours: My summer in a day: (independent study) This unit allows the students to draw on visual and written research based on their summer activities in their Investigation Workbooks. They then create their first piece of Studio Work, which counts towards their final exhibition. It is designed to introduce students to the program, getting them to work independently from the start of the course. Personal experiences often influence a creative response. Interpersonal interactions, Places visited, foods eaten, feelings experienced, sights seen, sounds heard, aromas smelled, and any number of temporal experiences can be of influence or theme to a work of art. Unit Questions: 1. How do I interpret my experiences into visual statements? Main content addressed: This project is an introductory, highly guided research project to provide students an understanding of the system of completing the creative cycle. Personal experience is explored as a theme for a creative work. Individual response to an experience is explored as a strategy to develop a work of art. Media introduced includes: Graphite, Charcoal, Pen and Ink, hot and cold pressed paper Processes introduced include: subtractive drawing, and observational drawing. Wet into wet drawing, and wash grounds. Unit 2: Still Life Study Cultural Heritage Unit Questions:

How do artists interpret still life? What are the different ways still life can be perceived?

Main content addressed: Drawing skills- Value and Form, Value scale, Cross contour Reflection/evaluation- Reflection guide Drawing skills- Charcoal, Pastel, Pastel Pencils Planning an idea- Compositional Design, Subject Elements, Texture sketching Developing an idea- ―Dress Rehearsal‖ sketch Creating a final artwork Unit 3: Design with a Conscious Unit Questions:

Do Artists have a moral/ethical responsibility to society? How can art mobilize a society toward socially sustainable behavior?

Main content addressed: Independent multi-media research including critique and comparisons Personal reflection on moral and ethical standards

3

Creative cycle project development Collecting visual resources Experimenting with ideas, materials, and techniques Group discussion and critique Unit 4: Gender and Stereotype Issues Unit Questions:

How are stereotypes created and reinforced? How do codes and conventions affect the messages of ads and our attitudes about gender.? How do we learn gender roles? How does Entertainment, Sports, or Media programming influence our understanding of gender? What other people influence our learning of gender roles? Where else in society do we find these messages?

Main content addressed: Our understanding of gender is influenced by the gender representations we encounter through mass media, as well as, environmental factors, such as childhood and family culture. Artwork we make, and see that depicts people is subject to our understanding of gender roles based on our individual experiences growing up. Artists have a unique ability to transcend the norms of social acceptance, or stereotype to make evocative, provocative, or socially conscious work promoting positive interpretations of gender. Unit 5: Power in Art Unit Questions:

What images or symbols do you associate with the word power? With the word control? Identify people in your daily life who have power. What does it mean to be powerful? What makes a person powerful? How do people secure, wield, or exercise their power? How do the artists in this hour exercise or relinquish power or control in their work? What types of power do artists have? In what ways can art empower people? How do the artists in this hour explore ideas about violence to address the theme of

power? What do you think the artists in this hour hope to achieve through making art? Main content addressed: As artists continue to explore new technologies and media, the work they create encourages critical thinking and visual literacy in our increasingly media-saturated society. From politics to mass media, power pervades daily life. The artists in this hour explore personal and cultural histories, re-imagine social space, and challenge authority, oppression, and control. Each artist humanizes difficult issues by acting as a witness to violence, working to heal communities, or achieving a balance between constructive and destructive energies. Unit 6: Urban Photography (darkroom) Unit Questions:

How is photography used as a medium? How does analogue differ from digital? What enhancements or distortions does photography produce? What is the difference between documentary and fine art photography? Can photography be experimental? What is the historical significance of photography in art and society?

Main content addressed: Experimental photography, developing, processing Teacher directed techniques

4

Darkroom skills Reflection/evaluation Planning an idea Developing an idea Creating a series of prints Unit 7: Independent Thematic work Unit Questions: Students explore possible questions that connect their chosen theme to topics of their choice or suggested by the teacher. Main content addressed: This will vary among students as they develop their personal thematic projects in association with skills and concepts of their choice. Each student is mentored individually at this point toward the creation of a ‘body of work’ to be exhibited as part of their DP Visual Arts examination.

Visual Arts Grade 12 In the second year students continue experimenting with materials seeking to push themselves beyond their comfort zone to potential new discoveries. They hone skills and styles by working in those media in which they are most motivated, and producing art that addresses a deeper understanding of the influence of the artist as culture maker. Further investigation linking to earlier thematic work and a broader scope of art historical references is conducted. Students create a personal art statement through guided instruction and modeling. A public exhibition of work is mounted and students practice oral critique and presentation skills in preparation for their examination interview. Units: Independent Thematic Projects mentored by teacher. Depending on the output of the student, the number of thematic units they undertake may vary. All thematic units must adhere to the guidelines of project development utilizing the creative cycle. Main content addressed: All projects are student generated with guidance, therefore a variety of topics, materials and techniques are engaged for any given project.

English A1 (HL and SL) English A1 Grade 11 and Grade 12 Unit 1: School’s Free Choice Students will study three or four texts for Part Four of the course which is titled School’s Free Choice. Students will focus on how literary features affect the reader’s response to the text which forms an important part of the assessment criteria for all assessment tasks. Students will continue to develop their knowledge of a range of language features that affect their response to a text. The texts to be studied include:

1984 by George Orwell (Standard Level and Higher Level) The Collected Poems of W. B. Yeats (Standard Level and Higher Level) Selected poetry by Sylvia Plath (Higher Level) The House of the Spirits by Isabel Allende (Standard Level and Higher Level)

Assessment for Standard and Higher level students: The assessment for this part of the course is the same for both Standard and Higher Level Students and is an Individual Oral Presentation (10 -15 minutes) which comprises 15% of the student’s overall grade. The Individual Oral Presentation is based on a work or works studied in this part of the syllabus. Students choose a topic for this exercise in consultation with the teacher. Candidates may choose topics which reflect their personal interests. Topics may be based on any aspect(s) of the work(s) studied, including:

o cultural setting of the work(s) and related issues o thematic focus o characterization o techniques and style o author’s attitude to particular elements of the works such as character(s), subject matter o Interpretation of particular elements from different perspectives.

Unit Questions:

1. How does the reader bring their own experience of the world to the text? 2. How are the assumptions of both the author and of the society in which they lived embedded in the text? 3. How do literary features affect the reader’s response to a text? 4. How can our ideas about a text be justified when we explain it? (Theory of Knowledge Link)


Students will examine themes related to a number of central concepts in the selected texts.

Students will analyze the authors’ use of contrast between the abstract and the concrete in the creation of metaphoric meaning. An analysis of the use of symbol and imagery will be continued in the next unit.

Students will examine the relationship between character development and theme in each work. This will be a continued focus in the next unit.

Students will analyze the influence that the live s of each author had on themes in their works.

Students will examine foregrounding and foreshadowing as language features. Students will evaluate their own work and that of their peers using the relevant

assessment criteria. Students will compare the purposes of form in different types of texts such as the novel,

the play and the poem. Students will practice a range of pre-writing strategies suitable for the Language A1

assessment tasks with a focus on planning for oral/ written commentaries. Unit 2: World Literature Students will study three or four texts for Part One of the course which is titled World Literature. The World Literature (WL) texts have all been written in a language other than English and are studied in translation. Students will read three texts and examine how creators of texts can give shape to personal or collective ideas, concerns and hopes. The three texts will be chosen from:

The Stranger by Albert Camus (Standard Level and Higher Level) Strange Pilgrims by Gabriel Garcia Marquez (Standard Level and Higher Level) Deep River by Shusaku Endo (Standard Level and Higher Level)

Assessment for Standard level students: Assignment 1: Comparative study of at least two Part 1 works, 1000-1500 words. (This represents 20% of the student’s final grade) Assessment for Higher level students: The assessment is two assignments written during the course and externally assessed, each 1000 -1500 words. Assignment 1: Comparative study of at least two Part 1 works. (This represents 10% of the student’s final grade) Assignment 2: 10% Based on work(s) not used in Assignment 1 (This represents 10% of the student’s final grade) One of the following assignments is chosen:

o Assignment 2a: Comparative Study (1 WL work and 1 Language A1 work) o Assignment 2b: Imaginative or Creative Assignment (1 WL work, or 1 WL and 1

Language A1 work) o Assignment 2c: Detailed Study (1 WL work only)

Unit Questions:

1. How are personal or collective ideas, concerns and hopes represented thematically in the three texts?

2. How can structure, tone, irony and point of view affect the reader’s response? 3. What problems are encountered when translating a text and how have these problems

been addressed in these texts? 4. As facts are blended with values in most of the statements heard, spoken, read or

written, how can the reader know how literary features shape their perception of the text? (Theory of Knowledge link)


Students will examine themes related to the concept of alienation in the selected texts. Students will analyze the authors’ use of diction in depicting a character’s world view. Students will examine the use of symbol and imagery in creating degrees of realism. Students will examine the relationship between character development and theme in

each work. Students will analyze the influence that the lives of each author had on themes in their

works. Students will examine how the structural technique of ‘Journeys of Discovery’ is used in

the texts. Students will compare the purposes of form in the novel and the short story. Students will plan the World Literature assignment using a variety of frameworks. Students will develop their global perspective through the reading of literature from a

variety of cultures. Unit 3: Detailed Study Students will study the texts for Part 2 of the course which is titled Detailed Study. This will involve close reading and in-depth analysis of the works involved. For the Higher Level course four works are studied in detail whereas in the Standard Level course two works are studied. These include:

Othello by William Shakespeare (Standard Level and Higher Level) Macbeth by William Shakespeare (Higher Level) Games at Twilight by Anita Desai (Standard Level and Higher Level) Wuthering Heights by Emily Bronte (Higher Level)

The assessment is a 15 minute Oral Commentary based on a 40 line extract from one of the texts studied. The extract will have two guiding questions. This oral activity is internally assessed by the teacher and externally moderated by the IBO. It is worth 15% of the final grade. Students are encouraged to practice the skills needed for speaking about literature through a variety of oral activities conducted in class. Unit Questions:

1. What does the study of works from other time periods, cultures and languages teach us about the human condition?

2. What are the techniques of literary criticism and how can students demonstrate their understanding of literature?

3. How can students develop a lifelong enjoyment and interest in literature? 4. What skills are needed to engage in a close analysis of an extract from prose or drama?

Main content addressed: Students will learn to present structured, persuasive and effective responses to extracts. Students will speak in a clear and precise manner using literary terms correctly and an

appropriate register. Students will exhibit a thorough knowledge and understanding of all the texts and be

able to situate an extract within the context of the body of work.

Students will display an excellent awareness and critical analysis of the effects of literary features in their interpretation of an extract.

Students will present a valid response to an extract and support their ideas with precise references to the text.

Unit 4: Groups of Works Students will study the texts which form Part 3 of the course which is titled Groups of Works. The texts are selected from the same genre category to enable the study to be in a holistic manner. The genre that the students study is Drama. For the Higher Level course students are required to read four texts including one World Literature work. In the Standard Level course they read three texts including one World Literature work. The World Literature work allows students to consider a cross-cultural perspective when they explore common issues within the texts. The works to be studied are:

The Importance of Being Earnest by Oscar Wilde. (Higher Level and Standard Level) Mrs. Warren’s Profession by George Bernard Shaw (Higher Level and Standard Level) Death and the Kings Horseman by Wole Soyinka (Higher Level) Thunderstorm by Tsao Yu (Higher Level and Standard Level)

The assessment for this unit is a written paper which is completed in a 2 hour exam for Higher Level students or a1.5 hour exam for Standard Level students. Students write their essay based on answering one of the questions in Exam Paper 2. There are two essay questions based on the genre of drama or a choice from four essay questions of a general nature. Their essay must be based on two works which they studied in Part 3 and it is worth 25% of their final grade. Class activities will include: how to approach essay questions to ensure that all parts of the question are addressed; timed essay writing; essay planning; formal and technical fluency in written expression; and reading and revising texts. Unit Questions:

1. What are the features of drama texts compared to other genres of texts? 2. What are the relationships between the groups of works studied? 3. How should an essay be structured to present ideas in a sustained and logical way, with

relevant examples and technical fluency? 4. What are the differences and similarities between drama texts produced by playwrights

in various cultures and countries? Main content addressed:

Students will display a perceptive and detailed understanding of the works. Students will express a relevant personal response that addresses the question with

illustration from examples from the text. Students will demonstrate an appreciation of the literary features of drama works. Students will present well organized and effective essays which have supporting

examples integrated into the body of the essay. Students will use formal language in written expression that has correct grammar,

spelling, punctuation and sentence construction.

English A2 (HL and SL) English A2 Grade 11 and Grade 12 Students will further develop the language skills of reading, writing, speaking and listening through the study of three options for Standard Level students or four options for Higher Level students. External assessment requirements will be fulfilled in terms four and five (Grade 12) of the course. Unit 1: Language and Culture (Cultural Option 1) This is the first cultural option of the course. Students will study a variety of texts that develop their awareness of language usage. The texts used will include, but not be limited to:

The Mother Tongue: English and How it Got that Way by B Bryson Vanishing Voices -The Extinction of the World's Languages by Daniel Nettle and

Suzanne Romaine

English as a Global Language by David Crystal

Assessment for Standard and Higher level students: Students will write eight commentaries of between 300 and 500 words each during the course of the unit. One of the commentaries will be oral and will be internally assessed. Unit Questions:

1. History - Where did English come from and why is it relevant today and to me? 2. Culture - How are language and identity linked? 3. How do we make meaning? 4. Are things lost or found in translation? 5. How can language be used to manipulate a reader or an audience? 6. What is bilingualism?


Students will examine themes related to the central concepts of culture, unique language features, bilingualism, translation, linguistic dominance, making meaning and propaganda in the selected texts provided.

Students will develop the language skills suitable to create effective oral and written commentaries.

Students will practice a range of pre-writing strategies suitable for the Language A2 assessment tasks with a focus on planning for oral/ written commentaries.

Students will speak in a clear and precise manner using literary terms correctly and an appropriate register.

Unit 2: Prejudice and Conflict (Literary Option 1) Students will study three texts for Literary Option 1 of the course which is titled Prejudice and Conflict. Students will read three texts and examine how creators of texts can give shape to the central themes. The three texts are:

To Kill a Mockingbird by Harper Lee (Standard Level and Higher Level) The Crucible by Arthur Miller (Standard Level and Higher Level) The Kite Runner by Khaled Hosseini (Standard Level and Higher Level)

Assessment for Standard and Higher level students: The assessment is two comparative assignments written during the course and internally assessed, both 500 words each. Students will also prepare two oral commentaries. Both will be internally assessed. Feedback and criticism will be student led. This will help prepare the students for their final assessed Oral Commentary. Unit Questions:

1. How are personal or collective ideas, concerns and fears represented figuratively and metaphorically in the three texts?

2. How can structure, tone, irony and point of view affect the reader’s response? 3. What does the study of allegorical texts from other time periods and cultures teach us

about the human condition?


Students will examine themes related to the concept of alienation in the selected texts. Students will analyze the authors’ use of diction in depicting a character’s world view. Students will examine the relationship between character development and theme in

each work. Students will develop their global perspective through the reading of literature from a

variety of cultures. Students will learn to present structured, persuasive and effective responses to extracts. Students will present a valid response to an extract and support their ideas with precise

references to the text. Students will speak in a clear and precise manner using literary terms correctly and an

appropriate register. Students will present a valid response to an extract and support their ideas with precise

references to the text.

Unit 3: Media and Culture (Culture Option 2) This is the second cultural option of the course. Students will study the influence of various media on society and language. These media will include: film, television, radio, news, newspapers, advertising and the web. Assessment for Standard and Higher level students: Students will write seven commentaries between 300 and 500 words each during the course of the unit. There will also be a 15 minute Oral Commentary based on a 40 line extract from one of the texts studied. The extract will have two guiding questions. This will help prepare the students for their final assessed Oral Commentary. Unit Questions:

1. What is the media? 2. How does the media impact our world? 3. What are the languages of the media? Why are they different? 4. How has media changed the way we use language in everyday communication?

Main content addressed: Students will exhibit a thorough knowledge and understanding of media text types. Students will become familiar with the languages of the media? Students will develop a critical analysis of the language and means of transmission or

communication used by each media. Students will develop the language skills suitable to create effective oral and written

commentaries Students will practice a range of pre-writing strategies suitable for the Language A2

assessment tasks with a focus on planning for oral/ written commentaries. Students will speak in a clear and precise manner using literary terms correctly and an

appropriate register.

Unit 4: Perfect World (Literary Option 2 Higher Level Only) This is the second literary option of the course and will complete the four elements required by the IB for Higher level students. The title of this option is ‘Perfect World’ and the texts chosen focus on dystopian societies. The works to be studied are:

1984 by George Orwell. Fahrenheit 451 by Ray Bradbury Brave New World by Aldous Huxley

Assessment for Higher Level Students The assessment is two comparative assignments written during the course and internally assessed, each 1000 words. Unit Questions:

1. What are the linguistic and/or literary features of these texts? 2. What themes link the works studied? 3. How are personal or collective ideas, concerns and fears represented figuratively and

metaphorically in the three texts? Main content addressed:

Students will display a perceptive and detailed understanding of the works. Students will express a relevant personal response that addresses the question with

illustration from examples from the text. Students will demonstrate an appreciation of the literary features of the texts. Students will present well organized and effective essays which have supporting

examples integrated into the body of the essay. Students will use formal language in written expression that has correct grammar,

spelling, punctuation and sentence construction. Students will present a valid response to an extract and support their ideas with precise

references to the text. :

IB Assessment:

The International Baccalaureate assessment breakdown for both HL and SL is as follows:

External Assessment 70%

Written Paper Component (Exam)

Paper 1: Comparative Commentary 25%

Paper 2: Essay Question 25%

Written Assignment Component (Written Tasks) 20%

Candidates complete two written tasks that are marked externally. One s based on a literary

option, the other on a cultural option. The combined maximum word limit is 1,500 words.

Internal Assessment 30%

Individual Oral 15%

The mark of one other activity that is based on either a cultural or literary option studied

Interactive Oral Activity 15%

The mark of one other activity that is based on either a cultural or literary option studied, whichever was not the focus of the individual oral.

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English A1 (HL and SL) English A1 Grade 11 and Grade 12 Unit 1: School’s Free Choice Students will study three or four texts for Part Four of the course which is titled School’s Free Choice. Students will focus on how literary features affect the reader’s response to the text which forms an important part of the assessment criteria for all assessment tasks. Students will continue to develop their knowledge of a range of language features that affect their response to a text. The texts to be studied include:

● 1984 by George Orwell (Standard Level and Higher Level) ● Wuthering Heights by Emily Bronte (Higher Level) ● Selected poetry by Sylvia Plath (Standard Level and Higher Level) ● Three Sisters by Anton Chekov (Standard Level and Higher Level)

Assessment for Standard and Higher level students: The assessment for this part of the course is the same for both Standard and Higher Level Students and is an Individual Oral Presentation (10 -15 minutes) which comprises 15% of the student’s overall grade. The Individual Oral Presentation is based on a work or works studied in this part of the syllabus. Students choose a topic for this exercise in consultation with the teacher. Candidates may choose topics which reflect their personal interests. Topics may be based on any aspect(s) of the work(s) studied, including:

○ cultural setting of the work(s) and related issues ○ thematic focus ○ characterization ○ techniques and style ○ author’s attitude to particular elements of the works such as character(s), subject matter ○ Interpretation of particular elements from different perspectives.

Unit Questions:

1. How does the reader bring their own experience of the world to the text? 2. How are the assumptions of both the author and of the society in which they lived embedded in the text? 3. How do literary features affect the reader’s response to a text? 4. How can our ideas about a text be justified when we explain it? (Theory of Knowledge Link)


● Students will examine themes related to a number of central concepts in the selected texts. ● Students will analyze the authors’ use of contrast between the abstract and the concrete in the creation

of metaphoric meaning. An analysis of the use of symbol and imagery will be continued in the next unit. ● Students will examine the relationship between character development and theme in each work. This

will be a continued focus in the next unit. ● Students will analyze the influence that the live s of each author had on themes in their works. ● Students will examine foregrounding and foreshadowing as language features. ● Students will evaluate their own work and that of their peers using the relevant assessment criteria. ● Students will compare the purposes of form in different types of texts such as the novel, the play and

the poem. ● Students will practice a range of pre-writing strategies suitable for the Language A1 assessment tasks

with a focus on planning for oral/ written commentaries.

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Unit 2: World Literature Students will study three or four texts for Part One of the course which is titled World Literature. The World Literature (WL) texts have all been written in a language other than English and are studied in translation. Students will read three texts and examine how creators of texts can give shape to personal or collective ideas, concerns and hopes. The three texts will be chosen from:

● The Stranger by Albert Camus (Standard Level and Higher Level) ● Strange Pilgrims by Gabriel Garcia Marquez (Standard Level and Higher Level) ● Deep River by Shusaku Endo (Standard Level and Higher Level) ● The Waiting Years by Fumiko Enchi (Standard Level and Higher Level)

Assessment for Standard level students: Assignment 1: Comparative study of at least two Part 1 works, 1000-1500 words. (This represents 20% of the student’s final grade) Assessment for Higher level students: The assessment is two assignments written during the course and externally assessed, each 1000 -1500 words. Assignment 1: Comparative study of at least two Part 1 works. (This represents 10% of the student’s final grade) Assignment 2: 10% Based on work(s) not used in Assignment 1 (This represents 10% of the student’s final grade) One of the following assignments is chosen:

○ Assignment 2a: Comparative Study (1 WL work and 1 Language A1 work) ○ Assignment 2b: Imaginative or Creative Assignment (1 WL work, or 1 WL and 1 Language A1 work) ○ Assignment 2c: Detailed Study (1 WL work only)

Unit Questions:

1. How are personal or collective ideas, concerns and hopes represented thematically in the three texts? 2. How can structure, tone, irony and point of view affect the reader’s response? 3. What problems are encountered when translating a text and how have these problems been addressed

in these texts? 4. As facts are blended with values in most of the statements heard, spoken, read or written, how can the

reader know how literary features shape their perception of the text? (Theory of Knowledge link) Main content addressed:

● Students will examine themes related to the concept of alienation in the selected texts. ● Students will analyze the authors’ use of diction in depicting a character’s world view. ● Students will examine the use of symbol and imagery in creating degrees of realism. ● Students will examine the relationship between character development and theme in each work. ● Students will analyze the influence that the lives of each author had on themes in their works. ● Students will examine how the structural technique of ‘Journeys of Discovery’ is used in the texts. ● Students will compare the purposes of form in the novel and the short story. ● Students will plan the World Literature assignment using a variety of frameworks. ● Students will develop their global perspective through the reading of literature from a variety of cultures.

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Unit 3: Detailed Study Students will study the texts for Part 2 of the course which is titled Detailed Study. This will involve close reading and in-depth analysis of the works involved. For the Higher Level course four works are studied in detail whereas in the Standard Level course two works are studied. These include:

● Othello by William Shakespeare (Standard Level and Higher Level) ● Macbeth by William Shakespeare (Higher Level) ● Games at Twilight by Anita Desai (Standard Level and Higher Level) ● Heart of Darkness by Joseph Conrad (Higher Level)

The assessment is a 15 minute Oral Commentary based on a 40 line extract from one of the texts studied. The extract will have two guiding questions. This oral activity is internally assessed by the teacher and externally moderated by the IBO. It is worth 15% of the final grade. Students are encouraged to practice the skills needed for speaking about literature through a variety of oral activities conducted in class. Unit Questions:

1. What does the study of works from other time periods, cultures and languages teach us about the human condition?

2. What are the techniques of literary criticism and how can students demonstrate their understanding of literature?

3. How can students develop a lifelong enjoyment and interest in literature? 4. What skills are needed to engage in a close analysis of an extract from prose or drama?

Main content addressed: � Students will learn to present structured, persuasive and effective responses to extracts. � Students will speak in a clear and precise manner using literary terms correctly and an appropriate

register. � Students will exhibit a thorough knowledge and understanding of all the texts and be able to situate an

extract within the context of the body of work. � Students will display an excellent awareness and critical analysis of the effects of literary features in

their interpretation of an extract. � Students will present a valid response to an extract and support their ideas with precise references to

the text. Unit 4: Groups of Works Students will study the texts which form Part 3 of the course which is titled Groups of Works. The texts are selected from the same genre category to enable the study to be in a holistic manner. The genre that the students study is Drama. For the Higher Level course students are required to read four texts including one World Literature work. In the Standard Level course they read three texts including one World Literature work. The World Literature work allows students to consider a cross-cultural perspective when they explore common issues within the texts. The works to be studied are:

● The Importance of Being Earnest by Oscar Wilde. Higher Level and Standard Level ● Mrs. Warren’s Profession by George Bernard Shaw Higher Level and Standard Level ● Travelling North by David Williamson Higher Level ● Thunderstorm by Tsao Yu Higher Level and Standard Level

The assessment for this unit is a written paper which is completed in a 2 hour exam for Higher Level students or a1.5 hour exam for Standard Level students. Students write their essay based on answering one of the

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questions in Exam Paper 2. There are two essay questions based on the genre of drama or a choice from four essay questions of a general nature. Their essay must be based on two works which they studied in Part 3 and it is worth 25% of their final grade. Class activities will include: how to approach essay questions to ensure that all parts of the question are addressed; timed essay writing; essay planning; formal and technical fluency in written expression; and reading and revising texts. Unit Questions:

1. What are the features of drama texts compared to other genres of texts? 2. What are the relationships between the groups of works studied? 3. How should an essay be structured to present ideas in a sustained and logical way, with relevant

examples and technical fluency? 4. What are the differences and similarities between drama texts produced by playwrights in various

cultures and countries? Main content addressed:

● Students will display a perceptive and detailed understanding of the works. ● Students will express a relevant personal response that addresses the question with illustration from

examples from the text. ● Students will demonstrate an appreciation of the literary features of drama works. ● Students will present well organized and effective essays which have supporting examples integrated

into the body of the essay. ● Students will use formal language in written expression that has correct grammar, spelling, punctuation

and sentence construction.

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Japanese A2 (HL and SL)

Japanese A2 Grade 11 Unit 1: 小論文小論文とは、どのような文章をいうのかについて学習し、いくつかの小論文を読み、それに賛成または反対の

立場で小論文を書きます。 Unit Understandings:

● 原稿用紙の使い方を理解する ● 「小論文」と「作文」との違いを理解する ● 「小論文」の形式について理解する ● 「小論文」に書くべき内容を理解する

Unit Questions:

1. 「作文」と「小論文」とはどのような違いがありますか 2. 「小論文」はどのような形式になっていますか 3. 「小論文」には何を書く必要がありますか 4. なぜ「独自性」が必要なのでしょうか 5. どういうことを書けばよいのでしょうか 6. 「見る」と「読む」の違いはどこにあると思いますか 7. 「読む」のに必要な力とはどのようなものでしょうか 8. 文体はどうすればよいのでしょうか 9. 嫌われる言葉遣いとはどのようなものでしょうか 10. 自分の意見を読み手に正しく伝えるにはどのような点に留意すればいいでしょうか 11. 調べた情報を効果的に伝えるにはどんな工夫をすればいいでしょう。

Main content addressed: ● 小論文の書き方を理解する ● 文章の書き方を工夫する ● 小論文を読解するための方法を学ぶ ● 新聞やインターネットで情報を調べ、内容を読み取る ● 調べた情報を簡潔にわかりやすくまとめ文章にして書く ● 小論文を読み、賛成または反対の立場から小論文を書く

HL ：同じ話題について書かれているいくつかの評論文・新聞記事などを読み比べ、

筆者の発想の「根拠」の違いを探る

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Unit 2: 読みを深めるＴＵＧＵＭＩ』吉本ばなな、『芋粥』芥川龍之介、『こころ』夏目漱石、などの文学作品を読み、小説の読解力を深める。文書の構成や展開に注意して、作者の考えの進め方や強調点をとらえ、登場人物の微妙な心理を読み取る。これらの作品を読み味わい、主題を正しくとらえ、自己認識や広く人間認識を深める。 Unit Understandings:

● 小説のおもしろさを味わいながら、小説の成り立ちを理解する ● 物語の展開に従って、登場人物の微妙な心理を読み取る ● 表現や描写の巧みさを理解する ● 作品の構成や展開を理解する ● 自己認識や広く人間認識を深めよう

Unit Questions: １．これらの小説はどのような成り立ちになっていますか２．登場人物の心理はどのように変化していきますか２．主人公の生き方をどう思いますか３．作品の主題は何ですか Main content addressed: ● 作者のスタイルをまねて、小説を書く ● 時代を現代に置き換えた小説を書く ● 主人公の生き方をまねたその後を書く

HL ：『とんかつ』三浦哲郎、『清兵衛と瓢箪』志賀直哉などについて、小説の文に親しみ、話の展開を通して、そのおもしろさを読み取る。情景や人物の心情を、表現に即して読み味わう。

Unit 3: 近代・現代の小説を読み比べる物語の書き出しと結末との照応、結びの文章の余韻の深さなどの、文章の巧みさを味わう。作品の背景となっ

ている時代や場所や設定について注意を向けて読み、登場人物の心情や人物像を理解し、広く人生や生命、社

会を考える契機としよう。『高瀬舟』森鴎外、『小僧の神様』志賀直哉、『金閣寺』三島由紀夫などを読む予定です。 Unit Understandings:

● 作品の背景となっている時代の価値観を理解する ● 作品の背景となっている時代や場所を理解する ● 物語の書き出しと結末の照応、結びの文章の余韻の深さなど文章の巧みさを味わう ● 読んで、広く人生や生命、社会を考える契機としよう ● 登場人物の人物像を理解する

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Unit Questions: １．作品の背景となっている時代は、どのような時代ですか２．作品の背景となっている時代の価値観は、どのようなものですか３．主人公の生きた時代の価値観をどう思いますか４．現代はどのような社会だと思いますか５．これらの小説はどのような成り立ちになっていますか

Main content addressed: ● 主人公の生きた時代の価値観について話し合う ● 文章の巧みさについて話し合う ● 現代社会について話し合う

HL ：『たけくらべ』樋口一葉を読み、文語体で書かれた明治初期の小説に慣れ親しもう。さらに、作品の背景となっている時代や場所や設定について注意を向けよう。表現の特殊性やおもしろさを味わおう Unit 4: 何が正しいですかこのユニットでは、人が表現すること、表現されたものを受けとめること。情報の双方向について考え、メディアについて考える。思い込みを排除し、先入観にとらわれたものの見方に陥らないよう心すべきことを学ぶ。 Unit Understandings:

● 仲間うちとあらたまった時とで、メディアや言葉遣いを使い分けよう ● メディアに限らず、何もかも一緒くたにはできないことを知ろう ● 伝達内容にふさわしい方法選択を考えよう ● メディアは時代とともに変化することを理解しよう

Unit Questions: １．仲間うちとあらたまった時とで、メディアや言葉遣いをどのように使い分けるべきか２．電子メールに心はこもっていないか３．万年筆は「正式」だったと思いますか４．メディアは時代とともにどのように変化してきましたか５ . 筆者はメディアはどうあるべきだと主張していますか Main content addressed: ● 同じ話題について、メディアによる違いがあるのかを調べる ● 新聞やインターネットで情報を調べ、内容を読み取る ● 調べた情報を簡潔にわかりやすくまとめ文章にして書く ● メディアはどうあるべきか、自分の意見を書く

HL ：リズムや詩独特の言葉に注意しながら現代の詩を読み、作品世界のイメージをつかむ。詩の技法や表現の工夫について考える。作品の背後にある作者の思想や感情を理解する。

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Unit 5: レトリックについて現代の作品を使われているレトリックに注目して読み比べる。そして、レトリックの種類や機能についての理

解を深める。自分の考えをまとめるときに実際に使える能力を身につける。主なテキストとして、「新『ことば』シリーズ

７文章表現の工夫」（独立行政法人国立国語研究所編）などを用いる。 Unit Understandings:

● 表現という行為における言葉の限界に気づくようにしよう ● 言葉のあやが、適切な表現にとって、なくてはならないものであることを理解しよう ● レトリックの歴史について理解する ● レトリックの種類について理解する

比喩表現を的確に理解し、語彙力を豊かにする Unit Questions: 1．レトリックとは何ですか 2．なぜレトリックは必要なのですか 3．レトリックにはどのような種類がありますか

4．直喩の原理とは何ですか 5．レトリックは時代とともにどのように変化してきましたか 6. 筆者はレトリックはどのような働きを持つと主張していますか

Main content addressed: ● 今まで読んだ文学作品より、使われているレトリックを探し出す ● レトリックの歴史について簡単にまとめる ● レトリックの種類をまとめる ● レトリックを使った短文を作る

HL ：レトリックの使用例としてあげた作品のうちいくつかについて、もう少し深く調査します。

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Japanese A2 Grade 12 Unit 1: 小論文小論文とは、どのような文章をいうのかについて学習し、いくつかの小論文を読み、それに賛成または反対の

立場で小論文を書きます。 Unit Understandings:

● 原稿用紙の使い方を理解する ● 「小論文」と「作文」との違いを理解する ● 「小論文」の形式について理解する ● 「小論文」に書くべき内容を理解する

Unit Questions:

1. 「作文」と「小論文」とはどのような違いがありますか 2. 「小論文」はどのような形式になっていますか 3. 「小論文」には何を書く必要がありますか 4. なぜ「独自性」が必要なのでしょうか 5. どういうことを書けばよいのでしょうか 6. 「見る」と「読む」の違いはどこにあると思いますか 7. 「読む」のに必要な力とはどのようなものでしょうか 8. 文体はどうすればよいのでしょうか 9. 嫌われる言葉遣いとはどのようなものでしょうか 10. 自分の意見を読み手に正しく伝えるにはどのような点に留意すればいいでしょうか 11. 調べた情報を効果的に伝えるにはどんな工夫をすればいいでしょう。

Main content addressed: ● 小論文の書き方を理解する ● 文章の書き方を工夫する ● 小論文を読解するための方法を学ぶ ● 新聞やインターネットで情報を調べ、内容を読み取る ● 調べた情報を簡潔にわかりやすくまとめ文章にして書く ● 小論文を読み、賛成または反対の立場から小論文を書く

Unit 2: 読みを深める『ＴＵＧＵＭＩ』吉本ばなな、『芋粥』芥川龍之介、『こころ』夏目漱石、などの文学作品を読み、小説の読解力を深める。文書の構成や展開に注意して、作者の考えの進め方や強調点をとらえ、登場人物の微妙な心理を読み取る。これらの作品を読み味わい、主題を正しくとらえ、自己認識や広く人間認識を深める。 Unit Understandings:

● 小説のおもしろさを味わいながら、小説の成り立ちを理解する ● 物語の展開に従って、登場人物の微妙な心理を読み取る ● 表現や描写の巧みさを理解する ● 作品の構成や展開を理解する ● 自己認識や広く人間認識を深めよう

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Unit Questions: １．これらの小説はどのような成り立ちになっていますか２．登場人物の心理はどのように変化していきますか 3．主人公の生き方をどう思いますか 4．作品の主題は何ですか Main content addressed: ● 作者のスタイルをまねて、小説を書く ● 時代を現代に置き換えた小説を書く ● 主人公の生き方をまねたその後を書く

Unit 3: 近代・現代の小説を読み比べる

物語の書き出しと結末との照応、結びの文章の余韻の深さなどの、文章の巧みさを味わう。作品の背景となっ

ている時代や場所や設定について注意を向けて読み、登場人物の心情や人物像を理解し、広く人生や生命、社

会を考える契機としよう。『高瀬舟』森鴎外、『小僧の神様』志賀直哉、『金閣寺』三島由紀夫などを読む予定です。 Unit Understandings:

● 作品の背景となっている時代の価値観を理解する ● 作品の背景となっている時代や場所を理解する ● 物語の書き出しと結末の照応、結びの文章の余韻の深さなど文章の巧みさを味わう ● 読んで、広く人生や生命、社会を考える契機としよう ● 登場人物の人物像を理解する

Unit Questions: １．作品の背景となっている時代は、どのような時代ですか２．作品の背景となっている時代の価値観は、どのようなものですか３．主人公の生きた時代の価値観をどう思いますか４．現代はどのような社会だと思いますか５．これらの小説はどのような成り立ちになっていますか

Main content addressed: ● 主人公の生きた時代の価値観について話し合う ● 文章の巧みさについて話し合う ● 現代社会について話し合う

Unit 4: 何が正しいですかこのユニットでは、人が表現すること、表現されたものを受けとめること。情報の双方向について考え、メディアについて考える。思い込みを排除し、先入観にとらわれたものの見方に陥らないよう心すべきことを学ぶ。 Unit Understandings:

● 仲間うちとあらたまった時とで、メディアや言葉遣いを使い分けよう

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● メディアに限らず、何もかも一緒くたにはできないことを知ろう ● 伝達内容にふさわしい方法選択を考えよう ● メディアは時代とともに変化することを理解しよう

Unit Questions:

1. 仲間うちとあらたまった時とで、メディアや言葉遣いをどのように使い分けるべきか 2. 電子メールに心はこもっていないか 3. 万年筆は「正式」だったと思いますか 4. メディアは時代とともにどのように変化してきましたか 5. 筆者はメディアはどうあるべきだと主張していますか

Main content addressed: ● 同じ話題について、メディアによる違いがあるのかを調べる ● 新聞やインターネットで情報を調べ、内容を読み取る ● 調べた情報を簡潔にわかりやすくまとめ文章にして書く ● メディアはどうあるべきか、自分の意見を書く

Unit 5: 総まとめＤＰ試験の準備も兼ねて、自分の体験を書いた評論文をいくつか読み、身近な物事について、自分の考えを書くという課題に取り組みま

す。文章を、その論理や構成に留意して、読む力を養う。身近な物事について、考える態度と習慣を身につけ、ものの見方やとらえた方を深める Unit Understandings:

● 論理的な文章について、論理の展開や要旨を的確にとらえられるようにしよう ● 評論を主体的に読み、そのおもしろさを味わおう ● 自己を取り巻く時代状況に目を向け、自己のあり方を考えよう

Unit Questions: １．調べた情報を効果的に伝えるにはどんな工夫をすればいいでしょう２．論理的な文章を書くためには、どのような心構えが必要ですか３．現在自己を取り巻く環境はどのようなものですか４．自分の考えを持っていますか Main content addressed: ● 調べた情報を簡潔にわかりやすくまとめ文章にして書く ● 自分のまわりのことについて調べる

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Japanese B Grade 11: Unit 1: Volunteer Activities in the Community Students will discuss the importance of volunteer activities how we can be involved in them. Beside language activities in class, students will be provided with various active learning experiences, such as helping friends and people in the community by interpreting and letter writing, picking up trash, creating instruction signs within school or joining a volunteer activity in the local community. Students will discuss and write about their experiences. Unit Questions: 1. Have you ever joined any volunteer activities? What kind of volunteer activities? 2. What are some problems associated with volunteer activities? 3. Have you had any good or bad experiences through volunteer activities? 4. Which volunteer activities are you interested in ? Main content addressed: ● Students will discuss their own volunteer activities’ experiences. ● Students will understand the positive and negative of volunteer activities. ● Students will learn how to participate in volunteer activities. ● Students will recognize how important volunteer activities are. Unit 2 – Environment Students will learn about environmental concerns in Japan, including the increasing air pollution, global warming, energy problems, natural resources and acid rain. Students will be able to use the relevant language to describe and evaluate their immediate and local environment issues. They will also discuss and react to environmental issues. They will research and compare environmental issues in different countries (home country, host country, etc.) By studying environmental issues, students are encouraged to develop a balanced local and global perspective of the environmental challenges of our time. Unit Questions: 1. What is “environment”? What are the major environmental concerns in Japan? 2. What are the global environmental problems? 3. How can we solve environmental problems? 4. How do you make an effort in your daily life to make a better environment? Main content addressed: ● Students will be presented with the serious environmental problems and discuss them in class. ● Students will understand the global and local environmental issues. ● Students will learn vocabulary related to the environment issues. ● Students will learn how important it is to develop a balanced local and global perspective of the

environmental challenges of our time.

Unit 3: Cultures

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Students will learn about the linguistic and cultural diversity in the world from the historical perspective, and learn how one culture may influence other cultures. They will further be provided with opportunities to discuss and understand both traditional Japanese cultures more extensively. They will discuss such topics as plays, sports and arts like Kabuki, Noh, Kendo, calligraphy, etc. Discussion of such topics will enhance students’ understanding of contemporary Japan and as a result, help them to better relate to Japanese people. HL: Students will read contemporary Japanese novels to understand the patterns of behavior and different communicative styles. Unit Questions: 1. What is your culture? Which country do you come from? 2. How can we respect other cultures in today’s world? 3. How can we compare Japanese with other languages and cultures in an historical perspective? 4. What kind of Japanese traditional cultures are you interested in? Main content addressed: ● Students will learn how to interact in a variety of cultural contexts with sensitivity and respect. ● Students will examine the role and importance of culture and the significance of the contributions

of other cultures in today’s world. ● Students will continue the study of comparisons and contrasts of Japanese with other languages

and cultures from a historical perspective. ● Students will go to Kamakura as their school excursion and learn the history in Kamakura period. Unit 4：Modern Novels Students will be familiar with various modern Japanese novels such as “Saga no Gabai Baachan,” “Hakase no Aishi ta Suushiki.” Students will read two texts and examine how each character in the texts can give shape to personal ideas, concerns and hopes. In the texts, students will find peculiar Japanese expressions and dialect. During this term, students will work on two internal assessments tasks (1) a piece of creative writing, (2) reading comprehension. Unit Questions: 1. Have you ever read any modern Japanese novels? What did you read? 2. Can you describe the dialect of Saga in this text of “Ga bai Ba-chan”? 3. What are peculiar Japanese expressions in the texts? 4. How do you analyze the main characters in the texts? 5. Where can you find the cultural aspects in the texts? 6. How can you analyze the historical changes in Japan through these novels? Main content addressed: ● Students will recognize the themes related to the concept of human relationships in “Gabai Ba-

chan” and “Homeless Chuugakusei.” ● Students will learn the peculiar dialect in Saga, Japan. ● Students will learn special expressions related to Japanese culture in the texts. ● Students will appreciate human needs more fully through the relationship between character and

theme in each work. ● Students will learn more challenging Kanji words.

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Japanese B Grade 12 Unit 1: Controversial Issues in our Society As spoken interaction, students will learn how to discuss current social problems both logically and persuasively. They will learn how their argument should have a clear and consistent overall direction and purpose, although there may be digressions to illustrate a point. They will also learn how clear arguments should be appropriately supported by factual data and evidence. As written interaction, students will read various editorials and write formal letters to editors of newspapers and magazines. Unit Questions: 1. Which social issues are you interested in? Why did you choose them? 2. Can you find factual data or evidence to clearly support your argument? 3. How can you impress or persuade an audience? 5. How do you write formal letters to editors? Main Content Addressed: ・ Students will discuss a controversial issue in our society. ・ Students will learn what a reasoned argument is. ・ Students will recognize why they need factual data and evidence to support their argument clearly. ・ Students will develop problem solving skills. ・ Students will write formal “Letters to the Editor”. Unit 2: Organic Products Students will learn how organic foods are produced according to certain production standards. Students will investigate various types of organic products and discuss how consumers identify that a processed product is “organic.” Students will define the benefits of organic products in their daily lives. Furthermore, students will examine the environmental impact, taste, nutritional value, cost, history and other related movements. Unit Questions: 1. Have you ever bought any organic products? If so, which? 2. How do you know it is an organic product? 3. What kind of organic products are there? 4. What are the advantages and disadvantages of organic products? 5. How will organic products impact on the environment? 6. Do you think that an organic apple is sweeter than a conventional one? 7. Do you think that organic food is more expensive than conventional food and thus too highly priced to be

affordable for persons on lower income? 9. When did consumer awareness of organic production methods arise? Main Content Addressed: ・ Students will recognize how organic products are becoming increasingly more popular. ・ Students will realize organic crops are grown without the use of conventional pesticides, artificial fertilizers,

human waste, or sewage sludge, and are processed without ionizing radiation or food additives.

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・ Students will recognize that organic farms are better than conventional farms at a sustaining diverse ecosystem such as populations of plants and insects, as well as animals.

・ Students will compare the costs between organic and conventional products. ・ Students will realize that the prices for organic food have been, and continue to be, higher than their

conventional counterparts. ・ Students will understand why farmers who grow organic food have to meet stricter quality standards to have

their products certified organic. Unit 3: Recycling In this unit, students will become profoundly aware of the importance of recycling in their lives. Students will learn how recycling generally prevents the waste of potentially useful materials, reduces the consumption of raw materials and reduces energy usage. Students will recognize recycling is a key concept of modern waste management. Students will also discuss how recyclable materials, also called “recyclables” or “recyclates”, may originate from a wide variety of sources. Unit Questions: 1. Which products can be recycled? 2. How can recyclable materials originate from a wide range of sources including the home and industry? 3. How do you try recycling at home and at school? 4. Did people in pre-industrial times recycle any things? 5. Which prefecture in Japan is most actively involved in recycling? 6. What are the benefits of recycling? 7. What are the types of recycling? Main Content Addressed: ・ Students will recognize the importance of recycling and maintaining an environmentally friendly-life. ・ Students will investigate recyclable materials from a wide range of sources such as glass, paper, aluminum,

asphalt, iron, textiles and plastics. ・ Students will understand about biodegradable waste such as food waste or garden waste. ・ Students will identify recycling is beneficial in two ways: it reduces the inputs(energy and raw materials) to a

production system and reduces the amount of waste produced for disposal. ・ Students will research which city in Japan is most actively involved in recycling. ・ Students will demonstrate different types of recycling in various countries.

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Japanese AB Initio Grade 11 This course is for students with little or no experience in Japanese. The main objective of the course is to provide students with a foundation in all four skill areas; reading, writing, listening, and speaking. Students will learn hiragana, katakana in the first term. By the end of the course, students will be expected to be able to read and write 80 kanji and read an additional 80 more. Grade 12 students will be prepared to take the IB Japanese Ab Initio examination. Unit 1: The Individual Sub-topic: The self and others In this unit students will learn how to introduce themselves and their family in Japanese. They will be introduced to the difference in word choice when speaking about their own family or someone else’s family. Students will also learn basic greetings for daily life in Japan. Unit questions:

1. What is your name? Where are you from? How old are you? 2. How many people are in your family? What are their names and ages? Do you have any pets? 3. When is your birthday? 4. Where do you live and what is your phone number?

Main Content Addressed: ● Students will learn to read and write 46 hiragana characters and will begin katakana (10 a week) ● Students will demonstrate how to introduce themselves and their friends and family ● Students will learn the way of counting for days of the month, months of the year, ages and number

of people. They will learn numbers from 1-20 ● Greetings- aisatsu ● Desu/arimasu/imasu

Sub-topic: Describe yourself and others Main content addressed:

● Names of colors, counters for small objects ● Adjectives, ii-type and na-type, present and negative tense forms ● Students will be able to conjugate adjectives and will be able to write a short descriptive paragraph.

Sub-topic: Daily Routine and Time Students will learn how to tell time and ask about time. Students will be introduced to the past tense and will be able to describe their daily routine using the present and past tenses. Students will talk about daily activities. Unit Questions 1. What time is it? What are different ways of expressing time in Japanese? 2. What time do you get up? What do you do at different times of the day? 3. What are some cultural attitudes towards time? Main Content Addressed:

● Students will describe their daily routines ● Students will demonstrate orally how they spend each day

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● Students will write their daily schedule ● Students will learn how expressions such as this week (month, year), next week, and last week are

used in Japanese ● Students will learn the Kanji for the days of the week and the months.

Unit 2 (mini-unit): What foods do you like? Students will be able to express which foods they like and dislike which will give them practice in the like/dislike structure of Japanese. They will also be introduced to shopping for food in Japan. Unit Questions

1. What foods do you like? What kinds of Japanese foods do you like? 2. What are some foods from your home country? 3. How can students buy and prepare Japanese foods?

Main Content Addressed: ● (How express things someone likes)…..sukidesuka, suki desu ● Students will be able to use numbers from 100 to 10,000 ● Students will be able to use counters for food and review of previously introduced counters ● Students will write memos and lists

Unit 3: Your House and Japanese Houses Students will learn about Japanese houses and other types of accommodation. They will learn about life at home and the vocabulary used to describe their homes. Some popular celebrations and holidays will be introduced. Unit questions:

1. What kind of housing is available in Japan? How do people select housing? 2. What are the names for the rooms in homes? 3. What are some similarities and differences between homes in Japan and other countries?


● Students will describe their homes using adjectives, prepositions, and location words (ko-so-ado words)

● Students will be able to look at real-estate advertisements and understand the floor-plan, the size of the rooms, and other specifics about the place.

Unit 4: Education and Work

Sub-topic 1: School Students will learn about the different types of schools in Japan. They will be able to use vocabulary to describe their life at school here and in their home country.

Unit Questions

1. What subjects do you study in school? How are these similar to subjects at Japanese public schools? 2. What kind of extra-curricular activities are available for students? What do you do extracurricular at

school? What do Japanese schools offer their students?


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● Students will learn the vocabulary for school subjects and the different levels of school (kindergarten-university). They will also learn the kanji for primary school. junior high, high school, and university.

● Students will be able to describe their year level in school using culturally proper terminology. ● Students will be able to use the negative form of verbs and adjectives ● Students will be able to ask and answer questions about duration of time, how long do you study? How

long have you……? How many hours, days, weeks, months years? ● Students will be able to say in Japanese, “I have English class first period on Monday.” ● Students will be able to make a pamphlet describing their school to readers of Japanese.

Sub-topic 2: Future Plans

1. What options do students have after graduation? What is post-secondary education like in Japan? 2. What are the names for occupations and workplaces? Which jobs are popular in Japan?

Main Content Addressed ● Students will be able to use the expressions: I intend to……, I think that….. ● Students will begin to use the word processor in Japanese and will learn the vocabulary for computers.

Unit 5: Town and Services. Students will learn about shopping and eating out in Japan. This unit will review the constructions and vocabulary introduced in unit 2, what foods do you like? Unit Questions:

1. What are shopping centers like in urban Japan? How about in rural areas? 2. What kinds of restaurants are in Japan? What foods are popular? 3. How can we go to a restaurant and place an order entirely in Japanese? How can students express

special dietary needs or preferences? 4. How do you read a cook-book?

Main Content Areas Addressed ● Students will learn the names for different types of stores, material (cotton, silk etc.) and ingredients

(flour, rice etc.) ● Students will be able to place an order at a restaurant ● Students will be able to read a recipe and cook something ● Students will write their own recipe

Unit 6: Leisure and Travel This will be the final unit for year 11 and will continue into year 12. Students will learn about travel in Japan, popular destinations, means of long distance transportation, and making reservations. Unit Questions:

1. Where do I want to go in Japan? What do I want to see? 2. How do I want to go there and where do I want to stay? 3. What kinds of places are there to stay in Japan? How can I make a reservation on a train or at a hotel?

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Main content Addressed:

● Students will learn the vocabulary for vacations and travel in Japan.

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Japanese AB Initio Grade 12 This course is the second year of the Ab initio Japanese language course. The main objective of the course is to continue to provide students with a foundation in all four skill areas; reading, writing, listening, and speaking. By the end of the course, students will be expected to be able to read and write 80 kanji and read an additional 80 more.

Unit 1 Leisure and Travel: In this unit students will learn how to make arrangements for travel and entertainment including reservations, inquires, and ticket purchasing. They will also be able to describe their holidays and exchange opinions about leisure and travel. Sub topic: Destination and Transportation Unit questions:

1. What kind of places are there to stay in Japan? 2. Where do I want to go in Japan? What are the different regions of the country? 3. What different ways are there to travel in Japan? 4. How are reservations made for hotels and restaurants? 5. How do I decide which ticket is best for my travels and how are they purchased?

Sub-topic: Leisure Unit questions:

1. How can we find places in Japan to do leisure activities such as sports, concerts, and cultural events as well as sight-seeing?

2. What sports and cultural activities are popular in Japan? How do they compare to other countries?

Main Content Addressed: ● Students will learn expressions for past experiences using ta koto ga arimasu. ● Students will be able to describe change using ni naru and ku naru. ● Students will be able to give reasons for why they want to do one thing as opposed to another and

why they choose one place or hotel over another using kara desu. ● Students will be able to use comparison and superlative expressions(ho ga, yori) ● Students will learn the vocabulary for travel and the names of the islands, prefectures, regions, and

major cities in the country.

Unit 2: The Environment

Sub unit: Weather in Japan

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Students will learn how to read a weather map and inquire about the weather when making plans for travel. This mini-unit continues to build upon the geographical study started in the previous unit. Students will become more aware of the differences in climate in the various regions of Japan.

Unit questions:

1. Where do people in Japan get weather forecasts? What words are needed to know to understand a forecast in the newspaper or television or internet? 2. What is the weather like today? How is the temperature and precipitation different on different islands? 3. How can I tell others about the weather and make or change plans based upon this.


● Ni/ku naru deshou for predicting and describing changes in the weather. ● Furu and Yamu for describing rain and snow falling and stopping. ● More practice with comparisons (ho ga samui/yori) using temperature related vocabulary

Unit 3: Physical Geography

This unit builds upon prior knowledge of geography introduced in the travel unit expanding beyond Japan to the names of continents, countries, and regions. Students will look at the world map from a Japanese perspective, with Japan in the middle and will examine the geography of East Asia.

Unit Questions:

1. How does Japan see its position in East Asia, in the world? 2. What are some of the problems Japan is facing with its neighbors (the Northern island problem with Russia, the mutual claims to some islands and to fishing rights with Korea and Taiwan among others).

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Sub unit: Environmental Concerns

Unit questions:

1. How do people recycle and deal with garbage in Japan? Are their regional differences regarding attitudes towards recycling? 2. How are Japanese consumers changing their attitude towards over packaging? 3. How is garbage dealt with our neighborhoods? What information do we need to know and where can we obtain it?

Unit 4: Health and Accidents

In this final unit, students will use everything they have learned so far to describe and report an accident or sickness to the police, doctors, and other medical personal. Students will learn about the health system in Japan as well as culturally appropriate expressions for visiting someone in the hospital.

Unit questions

1. What should I do if I am involved in an accident or am sick in Japan? 2. What kind of clinics, doctors, and hospitals are available? How do I make an appointment? 3. What is it like to be a patient in Japan? 4. What should I take or not take when visiting someone recovering from a sickness or accident in Japan? 5. How can I report a lost or stolen item to the police? How do I report an accident ?

Main Content Area Addressed

● A review of the names of parts of the body (started in year 11). ● The names of common symptoms and illnesses ● Review of expressions for prohibition, naide,shanakutemo ii, shitehaikemasen ● Plain form +ndesu for giving a reason ● Stem for +sugiru for too much, for example tabesugiru (eat too much)

Unit 5: Revision and Practice After completing the AB Initio Japanese Syllabus, we will revisit previously studied topics, adding more complex grammar, kanji, and vocabulary to class discussions and readings. For example, the unit “Your School and Japanese Schools” was studied early in year 11 when the students’ language skills prevented in-

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depth discussion or readings on the topic. We will revisit this topic adding depth to their understanding as well as reviewing for the IB examination.

The class will prepare for the oral examination in March by practicing short speeches and presentations in class under exam-like conditions. Students will continue to prepare for the written exam by writing short essays at home once a week as well as working through past exam questions. Students will work on developing their test taking strategies and skills as well as their all around knowledge in the language and culture of Japan.

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Business and Management (HL & SL) Business and Management Grade 11 Unit 1: Business Organization and Environment In this module students will learn about the structure of organizations, organizational objectives and the different environments in which organizations operate. Unit Questions:

1. Why do people set up in business? 2. What are the different types of organisation? 3. How does the legal structure of a business affects its decision making process? 4. How can the various methods of measuring the size of a business be identified and evaluated? 5. Which are the different ways a company can grow? 6. What are the different types of mergers? 7. What are the reasons for mergers and acquisitions? 8. Why do stakeholders have an impact upon business decision making? 9. What is the importance of objectives in the decision making process? 10. What is the relationship between demand and supply? 11. What are the main economic policies a government may use to manage the economy and their

possible impact on businesses? 12. What is the impact of legislation upon a business? How might a business react to legislation? 13. What are the different causes of inflation? 14. What are the different causes and costs of unemployment? 15. What are the likely consequences of a change in the rate of interest upon a range of companies? 16. What is the relationship between the rate of interest and the exchange rates? 17. What is the role of EU and how it affects the business?


● Types of Organizations ○ Students will analyse local organizations of different types and identify their main features. ○ Students will examine the advantages and disadvantages of each type of organization

identified. ○ Students will relate each type of ownership to the degree of control. ○ Students will be able to distinguish between organizations in the private and public sectors.

● Organizational Objectives ○ Students will learn the importance of objectives in managing an organization. ○ Students will be able to distinguish between objectives, strategies and tactics, and describe how

these interrelate. ○ Students will learn to construct and interpret business plans. ○ Students will be exposed to the use of SWOT analysis to assess an organization’s position, and

to define and refine its objectives. ○ Ethical Objectives - Students will be able to appreciate why organizations would consider setting

ethical objectives, how they would implement them, and what the disadvantages and advantages for the organization are.

● Stakeholders ○ Students will be able to explain the interests of stakeholders and the likelihood of conflict

between them. ● Organizational planning tools

○ Students will analyse and interpret business plans.

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○ Students will learn to apply suitable decision-making frameworks and recognize the stages involved in making decisions in different situations.

● External Environment ○ Students will learn to prepare PEST analysis for a given situation and use it to analyze the

impact of the external environment on a firm. ● Organizational planning tools

○ Students will analyse and interpret business plans. ○ Students will learn to apply suitable decision-making frameworks and recognize the stages

involved in making decisions in different situations. ● Growth and Evolution of Organizations

○ Students will learn and understand how and why organizations evolve in different ways including, for example, company and brand acquisitions.

○ Students will analyse the reasons for forming global conglomerates and networks. ○ Students will analyse the role of subsidiaries, joint ventures/strategic alliances, multinational

companies and holding companies. ○ Students will learn about economies and diseconomies of scale and apply these concepts to

decisions relating to the scale of operations. ● Change and the management of change

○ Students will learn about the dynamic nature of organizations and assess the relative importance of driving and restraining forces.

Unit 2: Human Resources In this module students will learn about the way people influence, and are influenced by, organizations in order to achieve organizational objectives. Unit Questions:

1. What is the difference between personnel and human resource management? 2. What is the significance of the work-force plan? 3. What are the different types of organizational structures? 4. What are the implications for the performance of the business with regard to span of control,

communication, levels of hierarchy and delegation? 5. What are the financial methods used to motivate the work-force? 6. What are the various non-financial measures which a business might use to motivate its employees? 7. What are different theories of motivation? How can these be applied in various business situations? 8. What are the various types and channels of communication? 9. What is the significance of communication for motivation and leadership? 10. What are the different styles of leadership? 11. What is the importance of groups in industry? 12. What are the functions of trade unions? 13. What are the various types and stages in recruitment? 14. What is the purpose of on-and-off-the-job training? What are the differences? 15. Why is acceptance of change one of the crucial yardsticks for success?


● Human Resource Planning ○ Students will be able to identify the constraints and opportunities provided by demographic

changes. ○ Students will learn the significance of changes in labour mobility, both domestic and

international. ○ Students will learn the various methods of recruitment, appraisal, and training and development.

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○ Students will analyse the reasons for the changes in work patterns and practices, and the consequences of these changes for employers and employees.

● Organizational Structure ○ Students will analyse changes in organizational structures and their effects. ○ Students will learn to construct different types of organizational charts. ○ Students will learn how organizational structures affect employee motivation, communication

and performance. ○ Students will learn the various factors influencing the degree of centralization and

decentralization. ○ Students will identify why firms need to organize employees in particular ways, for example, by

function and geography. ○ Students will be exposed to the methods of organizing human resources and apply them to

different firms with differently situated labour forces, products or services, and objectives. ● Communication

○ Students will learn and compare the ways in which communication takes place within organizations, analyse the causes of communication failure and evaluate the solutions to such failures.

○ Students will learn to prepare different forms of communication, for example, reports, executive summaries and oral presentations.

● Corporate/Organizational Culture ○ Students will be able to describe different corporate/organizational cultures and analyse their

effects on. ○ Students will analyse the consequences of cultural clashes within and between organizations.

● Leadership and management ○ Students will analyse the various styles of leadership and their implications for organizations.

Evaluate their appropriateness to different work situations and the effect on individuals. ● Motivation

○ Students will learn to apply the theories of writers such as Herzberg, McGregor, Maslow, Taylor, Mayo, McClelland and Ouchi, to given situations.

○ Students will learn to apply to given situations the theories of writers such as Vroom and Adams.

○ Students will be able evaluate alternative methods of payment in different circumstances in the workplace.

○ Students will learn about the financial and non-financial motivation in practice. ● Organizational and corporate cultures

○ Students will learn about various corporate cultures and analyze their effects on, for example, motivation and organizational structures.

○ Students will analyze the consequences of cultural clashes within and between organizations. ● Employer and employee relations

○ Students will learn and recognize the dynamic nature of the relationship between employees, employers and their representatives.

○ Students will be exposed to the sources of conflict in the workplace and assess alternative approaches to conflict resolution.

● Crisis management and contingency planning ○ Students will be exposed to crisis management and contingency planning and the difference

between the them.

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Unit 3: Accounts and Finance The focus of this Module is on how organizations manage their financial resources and how accounting and financial information is used to aid decision-making and financial control. This module is divided into: Management Accounting, emphasizing internal analyses and reporting; Financial Accounting, emphasizing external influences on decision-making as it is important for students to understand the distinction between them. Unit Questions:

1. What is the role of finance in business? 2. What are the various financial statements used in business? 3. What are the various conventions and principles used in compiling financial statements? 4. What is the significance of cash flow in a business as opposed to profit? 5. How is a cash flow statement built, with a view to identifying potential cash flow problems? 6. What is the importance of working capital in making business decisions? 7. What are the differences between the various sections of the profit and loss account? 8. How can key issues within a profit and loss account be analyzed? 9. What are the differences between the various parts of the balance sheet? 10. What is the significance of the balance sheet for a business and its stakeholder? 11. What is the importance of accurate asset value for accounting purposes? 12. What are the effects of closing stock valuation on profit? How are stock values based on various

assumptions calculated? 13. What are the needs for inter-firm, intra-firm and inter-year comparisons of financial statements? 14. What are the differences between various performances, liquidity, shareholder measures? 15. What are the conclusions from the calculations whilst recognizing the limitations of ratio calculation? 16. What is the nature of the decision which can be made using investment appraisal? 17. What are the uses of various techniques for assessing investments, drawing conclusions from the

answers? 18. What are the various sources of finance which a business can use? 19. How can costs into fixed costs and variable be classified? How can these costs in calculations be

represented? How do different businesses have different cost structures? 20. How are calculations performed? How are graphs drawn using the break-even model? 21. What are the limitations of the break-even model? 22. What are the principles behind marginal cost? 23. What are the differences between contribution and profit? 24. What is the importance of allocating fixed overheads? What are the problems? 25. What are the differences between full costing and absorption costing? 26. What is the nature of a budget to a business? What is the significance?


● Source and Application of Funds ○ Students will learn the advantages and disadvantages of each form of finance (external and

internal) and be able to comment on the appropriateness of the sources of finance in relation to the specific needs of an organization.

○ Students by learning debt and equity will be able to calculate and draw conclusions from changes in gearing.

● Investment Appraisal ○ Students will learn the different methods of Investment Appraisal.

● Budgets and Cash Flow Forecasts ○ Students will learn the importance of budgeting for organizations.

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○ Students will learn to prepare and analyse a cash flow forecast from various cases. ○ Students will learn to calculate and interpret variances.

● Costs and Costing ○ Students will study in detail the different types of costs and methods of costing. ○ Students will assess the appropriateness and limitations of different methods of costing. ○ Students will learn the concept of cost and profit centres. ○ Students will learn stock valuation and will be exposed to making calculations using LIFO (last-

in-first-out), FIFO (first-in-first-out) AC (average-cost). ● Break-even Analysis

○ Students will analyse the effects of changes in price or cost on the break-even quantity, profit, and margin of safety, using graphical and quantitative methods.

○ Students will analyse the assumptions and limitations of break-even analysis. ● Final Accounts

○ Students will learn the purpose of accounts. ○ Students will learn to construct and amend accounts. ○ Students will learn the difficulties associated with valuing intangible assets. ○ Students will be exposed to calculating depreciation using straight-line and reducing-balance

methods and the strengths and weaknesses of each method. ● Working Capital (Net Current Assets)

○ Students will learn the working capital cycle and the management of working capital. ● Ratio Analysis

○ Students will learn to calculate and use ratios to interpret financial statements.

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Business and Management (HL & SL) Business and Management Grade 12 Unit 4: Marketing The impact of new technologies will be integrated into each element of the marketing module. The emphasis in this module will be on the formulation of marketing strategies to achieve organizational objectives and in response to the changing environment. Unit Questions:

1. What is the need for a business to find and satisfy consumers? 2. What are the reasons for research? 3. What are the most appropriate methods of research? 4. What is the importance of forecasting within a business? 5. What are the probabilities to outcomes by building a decision tree? 6. What is the significance of the product in the marketing mix? 7. How can the product life cycle and the Boston matrix help a business with its decision on the product

portfolio? 8. What is the importance of new product development for long-term business success? 9. What are the different pricing methods? 10. What is the appropriateness of certain pricing methods in different business situations? 11. What is the various distribution channels used for getting products to customers? 12. What is an appropriate promotional mix for a given situation? 13. What are the various marketing strategies which firms employ in order to meet their marketing

objectives? Main content addressed:

● The Role of Marketing ○ Students will learn the definition and nature of marketing. ○ Students will understand the goals that an organization is trying to achieve through its

marketing, for example, market share and corporate image. ○ Students will be able to describe how non-profit organizations may need to market their

products. ○ Students will learn the ethical issues involved in marketing. ○ Students will learn the elements of a marketing plan.

● Marketing Planning ○ Students will learn the elements of marketing, for example, product, place, price, promotion,

people, process, physical evidence and packaging. ○ Students will learn marketing audit and explain ways in which marketing plans are formulated in

order to achieve organizational objectives. ○ Students will be able to explain the usefulness of market segmentation and consumer profiles. ○ Students will learn to construct marketing plans and demonstrate and understanding of the

usefulness of such tools as the Ansoff’s matrix. ○ Students will analyse sales trends and make forecasts from given data. ○ Students will learn to design appropriate marketing strategies for given situations. ○ Students will learn to construct sales budgets, perform simple variance calculations, and assess

the effectiveness of the marketing effort using ratios. ○ Students will examine the role of market research in making business decisions. ○ Students will learn the methods of market research and evaluate the main research techniques.

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○ Students will be able to describe the principles of questionnaire design and assess different forms of questions, for example, open and closed.

○ Students will assess methods of sampling, for example, quota, random, stratified, cluster, snowballing and multi-stage.

● Product ○ Students will learn how products are classified for example, line, range and mix. ○ Students will learn the importance of innovation in an era of rapid technological change and

assess the problems of financing research and development. ○ Students will analyse the relationship between the product life cycle and the marketing mix, and

suggest appropriate extension strategies. ○ Students will learn and understand and use portfolio analysis techniques, for example, Ansoff’s

matrix, General Electric Screen and the Boston Consulting Group (BCG) Matrix. ○ Students will learn the importance and role of product branding. ○ Students will be able to demonstrate an understanding of targeting and position maps and their

application. ● Price

○ Students will analyse the appropriateness of each pricing policy, for example, skimming, penetration pricing and price discrimination.

○ Students will learn to calculate the effects of changes in the conditions of supply and demand. ● Promotion

○ Students will learn the techniques of bringing products to the attention of consumers and persuading them to buy.

● Place (Distribution) ○ Students will explore the various channels of distribution. ○ Students will learn about supply chain management/logistics and how organizations can

increase the efficiency of the supply chain. ● International Marketing

○ Students will learn the different strategies used to enter overseas markets, for example, joint ventures/strategic alliances and multinational production.

○ Students will be exposed to the causes and consequences of globalization. ○ Students will study how regional economic groupings affect the way organizations market their

products. ● E-commerce

○ Students will analyze the effect of e-commerce on the marketing mix. ○ Students will examine the costs and benefits of e-commerce to firms and consumers.

Unit 6: Business Strategy In this module students will not be introduced to any new content, but rather, they will be given an opportunity to synthesize the different business theories, concepts, and techniques covered in the course so far. Unit Questions:

1. What is business strategy? 2. What are some of the tools for devising business strategy?


● Formulating strategy ○ Students will apply their knowledge and understanding of content and concepts from across the

course (in areas such as, but not limited to: organizational aims and objectives, stakeholder interests, resources - human, capital, and financial, strengths and weaknesses to be developed, long term goals, the external business environment, customers and customer service, quality

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management, motivation of the workforce, cost control) to the development and analyzing of business strategies.

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Economics (HL & SL) Economics Grade 11 Unit 1: Introduction to Economics The purpose of this unit is to introduce the basic terminology and concepts in economics. Students are encouraged to consider what markets and governments can and cannot do. This section of the syllabus gives them an early opportunity to begin to explain economic phenomena through the use of diagrams, data analysis and the evaluation of economic material. This section is intended to make students aware of the role of economics in real-world situations. Even at this initial stage teachers and students should consider the application of economic theories to developing countries, since development economics is integral to the course. Unit Questions: 1. What is economics about? 2. How are microeconomics and macroeconomics related? 3. In what ways do the factors of production affect scarcity, choice, and utility? 4. What are the impacts of economic growth and development in international markets? 5. Who should have a say in how economics are structured? Main content addressed:

● Definitions of social science and economics ● Definitions of microeconomics and macroeconomics ● Definitions of growth, development and sustainable development ● Positive and normative concepts ● Ceteris paribus ● Scarcity ● Choice ● Rationing systems

○ Basic economic questions ○ Mixed economies

Unit 2: Microeconomics The purpose of this unit is to identify and explain the importance of markets and the role played by demand and supply. The roles played by consumers, producers and the government in different market structures are highlighted. The failure of a market system is identified and possible solutions are examined. The concepts learned here have links with other areas of the economics syllabus; for example, elasticity has many applications in different areas of international trade and development. Unit Questions: 1. How are different markets constructed and interrelated? 2. Why are supply and demand dynamic factors which influence price, cost, and profit? 3. What effect does competition between demanders and suppliers have on products, markets, and price? 4. When do markets fail and how should governments respond? 5. How is monopolistic power abused in the international community? Main content addressed: · Markets o Demand

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o Supply o Interaction of Demand and Supply o Price Controls · Elasticities o Price Elasticity of Demand (PED) o Cross-Elasticity of Demand o Income Elasticity of Demand o Price Elasticity of Supply o Applications of Concepts of Elasticity · Theory of the Firm o Cost Theory o Short-Run o Long-Run o Revenues o Profit o Perfect Competition o Monopoly o Monopolistic Competition o Oligopoly o Price Discrimination · Market failure o Reasons for Market Failure o Possible Government Responses Unit 3: Macroeconomics The purpose of this unit is to provide students with the opportunity for a detailed examination of the major macroeconomic issues facing countries' economic growth, economic development, unemployment, inflation and income distribution. The economic strategies available to governments - demand side policies, supply-side policies, direct intervention - are introduced and evaluated. These policies are applicable to almost all areas of macroeconomics, international economics and development economics. Unit Questions: 1. What does the measurement of a nation’s income tell economists? 2. Why are economic growth and development effective indicators of welfare between countries? 3. How are employment, supply, and demand integrated with money and government policy? 4. Who is affected by unemployment and inflation, and how should governments respond? 5. When is the distribution of income rational and how does it affect economic growth? Main content addressed: · Measuring National Income

○ Circular flow of income ○ Methods of measurement - income, expenditure and output ○ Distinction between

· Introduction to Development ○ Definitions of economic growth and economic development ○ Differences in the definitions of the two concepts

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○ Gross Domestic Product (GDP) vs. Gross National Product (GNP) as measures of growth ○ Limitations of using GDP as a measure to compare welfare between countries ○ Allowance for differences in purchasing power when comparing welfare between countries ○ Alternative methods of measurement ○ Problems of measuring development

· Macroeconomic Models ○ Aggregate demand - components ○ Aggregate supply

o Demand-Side and Supply-Side Policies ○ Shifts in the AD curve / demand-side policies ○ Shifts in the AS curve / supply-side policies ○ Strengths and weaknesses of these policies ○ Multiplier ○ Accelerator ○ "Crowding out"

· Unemployment and Inflation · Unemployment

○ Full employment and underemployment ○ Unemployment rate ○ Costs of unemployment ○ Types of unemployment ○ Measures to deal with unemployment

· Inflation ○ Definitions of inflation and deflation ○ Costs of inflation and deflation

● Causes of inflation ○ Methods of measuring inflation ○ Problems of the methods of measuring inflation ○ Phillips curve ○ Natural rate of unemployment (NRU) ○ Non-Accelerating Inflation Rate of Unemployment (NAIRU)

· Distribution of Income ○ Direct taxation ○ Indirect taxation ○ Progressive taxation ○ Proportional taxation ○ Regressive taxation ○ Transfer payments ○ Laffer curve ○ Lorenz curve and Gini coefficient

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Economics Grade 12 Unit 4: International Economics The purpose of this section is to encourage candidates to understand why countries trade, the problems involved and how these problems are addressed. Students need to understand how exchange rates affect international trade. The international trade theory introduced in this section will be related to real-world, contemporary examples. Unit Questions: 1. Why should different nations participate in each other’s economies? 2. How is protectionism both necessary for development and a hindrance to growth? 3. When will the global economy become fully integrated and interdependent? 4. What effects do the values of money have on global economic integration? 5. Who should benefit from international economic integration? Main content addressed: · Reasons for Trade

○ Differences in factor endowments ○ Variety and quality of goods ○ Gains from specialization ○ Absolute and comparative advantage.

· Free Trade and Protectionism ○ Definition of free trade ○ Types of protectionism ○ Arguments for protectionism ○ Arguments against protectionism.

· Economic Integration ○ Globalization. ○ Trading blocs: ○ Trade creation and trade diversion ○ Obstacles to achieving integration; political and economic sovereignty

· World Trade Organization ○ Aims ○ Success and failure viewed from different perspectives

· Balance of Payments ○ Current account ○ Capital account

· Exchange Rates ○ Fixed exchange rates ○ Floating exchange rates ○ Managed exchange rates ○ Effects on exchange rates ○ Relative advantages and disadvantages of fixed and floating rates ○ Advantages and disadvantages of single currencies/monetary integration ○ Purchasing power parity theory (PPP)

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· Balance of Payment Problems ○ Consequences of a current account deficit or surplus ○ Methods of correction ○ Consequences of a capital account deficit or surplus ○ Marshall-Lerner condition ○ J-curve

· Terms of Trade ○ Definition of terms of trade ○ Consequences of a change in the terms of trade for a country's balance of payments and

domestic economy ○ The significance of deteriorating terms of trade for developing countries ○ Measurement of terms of trade ○ Causes of changes in a country's terms of trade in the short-run and long-run

o Elasticity of demand for imports and exports Unit 5: Development Economics Throughout the course, students are introduced to several important concepts in development economics and, in particular, to the fundamental distinction between economic growth and economic development established in section 3. This important distinction needs to be re-emphasized at the beginning of this section. Given the dynamic nature of the international economy, it is problematic to group countries into clearly established categories such as developed, developing, newly industrialized countries (NICs) and transition economies. However, students should understand current terminology and be aware that similarities and differences exist within different categories. It is important for teachers to help students find relevant examples of the different categories of countries. The main purpose of this section is to provide students with the opportunity to understand the problems faced by developing countries, and to develop an awareness of possible solutions to these problems. Unit Questions: 1. What are the factors of growth and development? 2. How do the consequences of growth impact social and political welfare? 3. When do barriers to economic growth impact issues such as poverty, politics, and international relationships? 4. Why should nations promote growth and development of other nations and trading partners? 5. What are effective growth strategies and how are they manifested in the global economy? Main content addressed: · Sources of Economic Growth and/or Development o Natural factors: the quantity and/or quality of land or raw materials

o Human factors: the quantity and/or quality of human resources o Physical capital and technological factors: the quantity and/or quality of physical capital o Institutional factors that contribute to development · Consequences of Growth o Externalities o Income distribution o Sustainability

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· Barriers to Economic Growth and/or Development o Poverty cycle: o Institutional and political factors o International trade barriers o International financial barriers o Social and cultural factors acting as barriers · Growth and Development Strategies o Harrod-Domar growth model o Structural change/dual sector model o Types of aid o Export-led growth/outward-oriented strategies o Import substitution/inward-oriented strategies/protectionism o Commercial loans o Fair trade organizations o Micro-credit schemes o Foreign direct investment o Sustainable development · Evaluation of Growth and Development Strategies o Evaluation of the following in terms of achieving growth and/or development o The role of international financial institutions

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History (HL and SL) History Grade 11 Unit 1 What is History? This unit acts as an introduction by exploring the nature of History and introducing some of the main subject skills for the two year course. There is a focus on explaining what History is and why study it, developing an awareness of some of the main values and limitations of historical evidence and at the end of the unit there is an opportunity to introduce some of the deeper Theory of Knowledge style historical question that students may link to during the course. Unit Questions:

1. What is History and why study it? 2. What are some values and limitations of historical evidence? 3. Is there a pattern to the past?


● Definition of History and reasons for studying it ● The main values and limitations of historical evidence ● Different historical theories

Unit 2: European Diplomacy and the First World War 1870-1923 This unit deals with the longer and shorter term origins of the First World War, its course and consequences. The breakdown of European diplomacy before 1914 and the crises produced in international relations will be examined. It covers how the practice of war affected the military and home fronts. This section also investigates reasons for the Allied victory/Central Powers’ defeat plus includes a study of the economic, political and territorial effects of the post-war Paris Peace Settlement. Unit Questions:

1. How did the European Balance of Power change after 1870? 2. What was the character of German Foreign Policy 1870-1914? 3. What caused the First World War? 4. What was the First World War like? 5. Why did the Central Powers lose the First World War? 6. What were the effects of the Peace Treaties?

Main content addressed: • European diplomacy and the changing balance of power after 1870 • Aims, methods, continuity and change in German foreign policy to 1914; global colonial rivalry • Relative importance of: the Alliance System; decline of the Ottoman Empire; Austria Hungary and Balkan nationalism; arms race; international and diplomatic crises • Effects on civilian population; impact of war on women socially and politically • Factors leading to the defeat of Germany and the other Central Powers (Austria Hungary, Ottoman Empire and Bulgaria); strategic errors; economic factors; the entry and role of the United States • Post-war peace treaties and their territorial, political and economic effects on Europe: Versailles (St Germain, Trianon, Neuilly, Sèvres/Lausanne)

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Unit 3: Peacemaking, peacekeeping – international relations 1918-1936 This prescribed subject addresses international relations from 1918 to 1936 with an emphasis on the Paris Peace Settlement—its making, impact and problems of enforcement—and attempts during the period to promote collective security and international cooperation through the League of Nations and multilateral agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals without resort to violence. The unit will also consider the extent to which the aims of peacemakers and peacekeepers were realized and the obstacles to success. Unit Questions:

1. What were the aims, terms and impact of the Peace Treaties 2. What was the effect of the Peace Treaties in the 1920’s? 3. What was the League of Nations and how successful was it in the 1920’s? 4. What was the effect of the Great Depression: Manchuria and Abyssinia?

Main content addressed: • aims of the participants and peacemakers: Wilson and the Fourteen Points • terms of the Paris Peace Treaties 1919�20: Versailles, St Germain, Trianon, Neuilly, Sèvres/Lausanne 1923 • the geopolitical and economic impact of the treaties on Europe; the establishment and impact of the mandate system • enforcement of the provisions of the treaties: US isolationism—the retreat from the Anglo–American Guarantee; disarmament—Washington, London, Geneva conferences • the League of Nations: effects of the absence of major powers; the principle of collective security and early attempts at peacekeeping (1920�5) • the Ruhr Crisis (1923); Locarno and the “Locarno Spring” (1925) • Depression and threats to international peace and collective security: Manchuria (1931�3) and Abyssinia (1935�6). Unit 4: Historical Investigation This unit is the IA for the DP History course. It is worth 20% of the final external grade at HL and 25% at SL. Students can choose to investigate a historical question of their interest from the course or else exploring a historical situation that is separate from the taught programme. Students will work on it in class for approximately 20 hours and then have time outside of class to complete it. Unit 5: The Rise of Communism in Russia 1881-1917 (Higher Level Only) This is the HL unit for the year and deals with the decline of imperial power in Tsarist Russia and the rise of Communism. It will examine and consider the social, economic and political factors that inaugurated and accelerated the decline of Romanov Russia. The attempts at domestic reform made by the last Tsar’s, and the extent to which these hastened or hindered decline will be studied, together with the impact of war and foreign entanglements. Unit Questions:

1. What were the main policies of Alexander and Nicholas 1895-1917? 2. Why did the monarchy collapse in March 1917? 3. Why did the Bolsheviks take power in October 1917?

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Main content addressed: • Policies of Alexander III (1881�94) and Nicholas II (1895�1917): backwardness and attempts at modernization; nature of tsardom; growth of opposition movements • Significance of the Russo-Japanese War; 1905 Revolution; Stolypin and the Duma; the impact of the First World War (1914�18) on Russia • 1917 Revolutions: February/March Revolution; Provisional Government and Dual Power (Soviets); October/November Bolshevik Revolution; Lenin and Trotsky

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History Grade 12 Unit 1: Inter-war Europe: Conflict and Cooperation 1919-1939 This unit looks at the period between the two World Wars and the attempts to promote international cooperation and collective security. Obstacles to cooperation, such as post-war revisionism, economic crises and challenges to democracy and political legitimacy in Italy and Germany will be examined and considered. The policies of right-wing regimes and the responses of democratic states leading to the outbreak of the Second World War will also be a focus of this unit. Unit Questions:

1. Why did the Nazis come to power in 1933? 2. What was Mussolini’s Italy like 1918-1939? 3. What was German Foreign Policy 1933-1939? 4. What caused the Second World War?

Main content addressed: • Germany 1919�33: political, constitutional, economic, financial and social problems • Italy 1919�39: Mussolini’s domestic and foreign policies • Hitler’s domestic and foreign policy (1933�39) • Search for collective security; appeasement in the interwar years; the failure of international diplomacy; the outbreak of war in 1939 Unit 2: The Second World War and its Aftermath This unit is an overview of the Second World War and the reasons for the defeat of the Axis powers and the victory of the Allies. It covers how the practice of war affected the military and home fronts. The consequences of the conflict are examined with emphasis on the collapse of the American/Soviet wartime alliance and the origins, nature and development of the Cold War. There is particular emphasis on the beginnings of this conflict in Europe and the unit ends with an exploration of the spread of the Cold War into Asia ending with the Korean War and the death of Stalin in 1953. Unit Questions:

1. What happened in the Second World War? 2. Why did the Allies win the Second World War in 1945? 3. To what extent were the First and Second World War’s similar? 4. Why did the wartime alliance of the USA and the USSR breakdown? 5. What were the causes, course and consequences of the Korean War?


● Overview of the main events and developments of WW2 ● Reasons for Allied Victory and Axis Defeat ● Comparative study of the similarities and differences between WW1 and WW2 ● Evens of 1945 to 1949 in Europe and reasons for the start of the Cold War ● The causes, course and consequence of the Korean War 1950 to 1953

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Unit 3: Stalin’s Russia 1924 to 1953 (HL Only) This unit deals with rule of Stalin over Russia 1924 to 1953. It will examine and consider the reasons for Stalin’s succession of Lenin, his socio-economic policies of the 1930’s, the nature of the Soviet State under his rule and address the question of how far Stalinist Russia was a totalitarian state. The unit will end with an examination of the continuity between Lenin and Stalin. Unit Questions:

1. Why did Stalin succeed Lenin as leader of Russia? 2. How successful was Collectivization and Industrialization in the 1930’s? 3. Why did Stalin carry out the Purges? 4. To what extent was Stalin a continuation of Lenin?

Main content addressed: • Stalin (1924�53): power struggle; collectivization and industrialization; Five Year Plans; constitution; cult of personality; purges; impact on society; foreign relations to 1941

Psychology Grade 11 HL and SL Unit 1: Research in Psychology This introductory unit focuses on the nature of the subject and methods for investigating psychological issues. It provides the requisite background to enter into productive discussions and investigations of the three core levels of analysis that follow. Higher level students investigate qualitative research methods and their application in greater detail, in addition develops an understanding of why and how international statistics are utilized. Unit Questions:

1. What is Psychology? 2. What considerations must a psychologist make when setting up a research experiment? 3. What are the strengths and limitations of experimental design compared to a more qualitative

approach? 4. How can statistics be used to interpret data? 5. What is the importance of a representative sample? How can one be obtained?


● Understanding the research process ● Experimental methods ● Non-experimental methods

Unit 2: The Sociocultural Level of Analysis It is important to understand that the biological and cognitive systems that make up the individual are embedded in an even larger system of interrelationships with other individuals – this is where the sociocultural

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level of analysis comes in. Human behavior can be fully understood only if the social context in which behavior occurs is also taken into account. This will lead us into investigations of social influence, that is, how the presence and behavior of one or a few people affect the behavior and attitudes of another individual. Unit Questions:

1. To what extent is our behaviour determined by the society in which we live? 2. How do psychologists study the effect of socio-cultural factors on human behaviour? 3. How does our social cognition influence our behaviour?


● Sociocultural cognition ● Social and cultural norms ● An integrative look at prejudice and discrimination

Unit 3: The Cognitive Level of Analysis Our cognitive system includes our cognitions, emotions and behaviors. Cognitive psychology represents a vast array of research areas including cognitive psychology, cognitive science, cognitive neuropsychology and cognitive neuroscience. Topics such as memory, perception, artificial intelligence, amnesia and social cognition are studied. Unit Questions:

1. How does our mind organize data? 2. How do cultural, social, and biological factors influence our memory? 3. To what extent are our memories reliable? 4. How do psychologists study memory?


● Cognitive processes ● Cognition and emotion ● An integrative look at happiness

Unit 4: The Biological Level of Analysis At the most basic level of analysis, human beings are biological systems. Our cognitions, emotions and behaviors are products of the anatomy and physiology of our nervous and endocrine systems. Unit Questions:

1. What role do our biological systems play in determining our behaviour? 2. How do psychologists study the effect of biological factors on human behaviour? 3. To what extent is behavior inherited?


● Physiology and behavior ● Genetics and behavior ● An integrative look at criminal behavior

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Psychology Grade 12 HL and SL Unit 1: Internal Assessment Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. This unit builds on course work integrated throughout the first year of the course. Specific emphasis is placed on quantitative experimental research methods. Experimental design, methods, procedures, descriptive statistics, (inferential statistics at the HL) and ethical concerns are applied to psychological research. It provides the requisite background to conduct a successful psychological experiment appropriate for high school students. Unit Questions: 4. Why are different experimental designs used?

1. How may researchers influence experimental outcomes and potentially avoid expectancy bias? 1. What sampling techniques are best used to get representative samples when conducting research? 1. How do researchers determine significance in psychological studies (HL only)?


● Experimental design ● Explain the controls needed for an experiment ( ● Explain effects of participant and researcher expectations and bias ● Discuss the strengths and limitations of experimental designs ● Sampling procedures ● Explain the concept of representative sampling. ● Apply descriptive statistics to analyze data ● Apply appropriate graphing techniques to represent data ● Apply an appropriately chosen statistical test in order to determine the level of significance of data (HL

only) Unit 2: Abnormal Psychology (HL and SL option 1) Abnormal psychology focuses on diagnosing, explaining and treating humans suffering from psychological disorders. This option begins with a consideration of normal and abnormal behaviour. An understanding of issues related to diagnosis provides a framework for the subsequent study of disorders and therapeutic approaches. Unit Questions: 5. How is abnormality determined?

1. What are the symptoms and prevalence of anxiety disorders and affective disorders? 1. What are the etiologies of Post Traumatic Stress Disorder (PTSD) and unipolar- depression. 1. How affective is the biomedical approach with regard to treatment of one disorder?


● Examine the concepts of normality and abnormality

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● Discuss validity and reliability of diagnosis ● Discuss cultural and ethical consideration in diagnosis

Unit 3: The Developmental Level of Analysis (HL option 2 only) Developmental psychology is the study of how and why people change over time in the way they behave, think, and relate to others. Developmental psychology focuses on developmental themes such as identity, attachment and adolescence. IUnit Questions: 4. To what extent do biological, cognitive and socio-cultural factors influence human development?

1. How may social and environmental variables influence cognitive development? 1. How may attachments in childhood influence subsequent formation of relationships? 1. What role may culture have in explaining variations on gender roles?


● Examine the extent to which biological, cognitive and sociocultural factors influence human development?

● Evaluate psychological research (that is, theories and/or studies) relevant to developmental psychology.

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Biology Grade 11 (HL and SL)

Unit 1: Statistical Analysis (SL & HL) This unit focuses on the essential tools biologists utilize when collecting, describing, analyzing and presenting data. Students will understand that the scientific community defines an objective standard by which claims about data can be made. This topic will be taught continuously throughout the course as students generate data in their lab experiments and use it to construct lab reports. Unit Questions:

1. How does data describing the spread of values around a central value have significance in biology? 2. How does error affect the reliability of data and conclusions based upon it? 3. Why does the scientific community define an objective standard by which claims about data can be

made? Main Content Addressed:

● Graphical representation of data using error bars ● Calculations of means and standard deviation ● Significance of standard deviation ● Comparing two sets of data

Unit 2: The Chemistry of Life In this unit students will be introduced to the major classes of molecules relevant to biologival systems. Water, its chemical and physical properties and the biological importance of these properties will be considered. Structure and function of nucleic acids as information carrying molecules will be investigated through the mechanisms of protein synthesis. The functional role of proteins as enzymes will be studied with specific examples and implications for industry. Finally students will be able to appreciate how, through determination of protein sequence, DNA ultimately controls the metabolic activities of individual cells. Unit Questions:

1. What are the properties of water that make life possible? 2. What atoms and molecules are prevalent in biological systems, and why? 3. How does DNA store information and pass it unchanged to new cells? 4. How does the ‘master molecule’ rule the cell?


● Chemical elements and water ● Carbohydrates, lipids and proteins ● DNA structure (SL & HL) ● Enzymes ● DNA replication ● Transcription and translation

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Unit 3: Cell Theory, Structure and Function. This unit will investigate the chemical and cellular basis of living systems. The students will appreciate the link between structure and function, which operates at all levels of complexity. At the factual level, it soon becomes obvious to students that some molecules (for example, enzymes, amino acids, nucleic acids and ATP) are ubiquitous, and so are processes and structures. However, these universal features exist in a biological world of enormous diversity Unit Questions:

1. Is there any distinction to be drawn between knowledge claims dependent upon observations made directly with the senses and knowledge claims dependent upon observations assisted by technology?

2. How is death defined in medical decisions? 3. Is life an emergent property? 4. How can the scientific community convey information about its work to the wider community in such a

way that informed decisions about research can be made? Main Content Addressed:

● Cell theory ● Prokaryotic cells ● Eukaryotic cells ● Membranes ● Cell division ● Cell respiration ● Photosynthesis

Unit 4: Energy in Cells This unit combines knowledge acquired in the previous two units in order to consider how energy is derived at the cellular level. Food molecules are produced in the cells of autotrophs via photosynthesis and are oxidized via cellular respiration to transfer energy to ATP. A series of controlled, enzyme regulated steps allows energy to be efficiently transferred from high energy food molecules to more manageable ATP ‘energy packets’ without excessive heat generation. Students will gain an overview of photosynthesis and respiration at SL and acquire considerable depth of understanding at HL. Unit Questions: 1. How is energy derived and utilized at the cellular level? 2. Can plants grow faster? 3. Can we ‘burn’ fat? Main Content Addressed:

● Photosynthesis ● Cellular respiration ● Limiting factors

Unit 5: Genetics Variation between and within species has a molecular basis. Chromosomes, genes and alleles will be considered as units of inheritance. Mechanisms of chromosome and gene mutation will be investigated, along

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with methods of diagnosis. Classical genetics, along with modern advances in biotechnology will be investigated. Finally, ethical issues surrounding these controversial issues will be discussed and debated. Unit Questions:

1. Are we all mutants? 2. How does sexual reproduction create variation? 3. Are Mendel’s results too good to be true? 4. How can DNA be used to fight crime? 5. How can we predict the phenotypic outcome of plant and animal breeding? 6. Do protesters who destroy trials of genetically modified foods make the world safer?


● Chromosomes, genes, alleles and mutations ● Meiosis ● Theoretical Genetics ● DNA fingerprinting ● Genetic Engineering and other aspects of biotechnology ● Dihybrid Crosses (HL) ● Autosomal Gene linkage (HL) ● Polygenic inheritance (HL)

Unit 6: Human Physiology In this unit, human body systems will be investigated. Students will appreciate that organs consist of specialized cell types that are differentiated to perform certain life functions maximally, but that they remain dependent on all other cells in the organism. They will understand that checks and balances exist within living systems and that regulation and coordination are vital in multi-cellular organisms. The concept of homeostasis will form a central theme throughout the unit. Unit Questions:

1. What are the life functions and how are they performed in multi-cellular organisms? 2. How can human organ systems be linked to life functions? 3. Does sex cause disease or does disease cause sex? 4. How is the interdependence and integration of body systems achieved in humans? 5. Do wealthy nations have a responsibility to poorer nations to help in the fight against diseases like HIV?


● The circulatory system and transport ● The digestive system and assimilation of nutrients ● The respiratory system and gas exchange ● Pathogens, disease and immunity ● Homeostasis and nervous integration

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Biology Grade 12 Unit 1: Genetics Variation between and within species has a molecular basis. Classical genetics, along with modern advances in biotechnology will be investigated. Unit Questions:

1. How does one determine the value of karyotyping? 2. Statisticians are convinced that Mendel’s results are too close to exact ratios to be genuine. Is it right to

discard results that do not fit a theory (as Louis Pasteur is known to have done)? 3. How does the Human Genome Project raise questions about the essential nature of humanity? 4. Do protesters who destroy trials of genetically modified foods make the world safer?


● Chromosomes, genes, alleles and mutations ● Meiosis ● Theoretical Genetics ● Dihybrid Crosses (HL) ● Autosomal Gene linkage ● Polygenic Inheritance ● DNA Structure and Replication (HL) ● Transcription (HL) ● Translation (HL) ● Genetic Engineering and other aspects of biotechnology

Unit 2: Cell Respiration and Photosynthesis (SL & HL) In this unit, the biochemical nature of energy production in living organisms will be investigated. In addition, the process by which the fuel, glucose, is synthesized in plants will further enhance the above understandings. Unit Questions:

1. How is energy obtained in living organisms in aerobic and anaerobic situations? 2. What is the relationship between the structure of the mitochondria and its function? 3. How is controlling variables in experimental work important?


● Glycolysis ● The Tricarboxylic Acid cycle ● Chemiosmotic phosphorylation ● The light-dependent reactions of photosynthesis ● The dark-dependent reactions of photosynthesis ● Action and absorption spectra

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Unit 3: Plant Science (HL) In this unit, students will study the wide diversity that exists in the plant kingdom and relate the diversity of plant structures to their function. Emphasis will be upon the adaptive strategies plants have utilized to take advantage of their environment.

Unit Questions:

1. How have plants adapted to wet and dry environments? 2. What is the mechanism by which water leaves the soil and exits through the leaf of a plant? 3. What are the metabolic events in the germination of a typical seed?


● Plant structure ● Transport in Angiospermophytes ● Reproduction in Flowering Plants

Unit 4: Neurobiology and Behavior (SL & HL)

In this unit, students will understand that behavior in animals is related to an environmental context as well as genetic. They will study, with animal examples, innate, learned and social behavior as well as the structures that allow perception to occur, such as the neuron, eye and brain.

Unit Questions

1. To what extent are we dependent on technology to know the biological world? 2. To what extent can Pavol’s theory be applied to different examples of learning? 3. How can the process of learning enhance survival?


● Examples of Behavior ● Perception of Stimuli ● Innate Behavior ● Learned Behavior ● Social Behavior ● The Autonomic Nervous System ● Neurotransmitters and synapses

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Physics (HL and SL)

Physics Grade 11 Unit 1: Physics and Physical Measurement This unit explores the means of which physical quantities are measured in very small (atomic) to very large (universal) scales. Physics experiments always have errors and limitations, students will learn how to calculate these errors and represent them quantitatively and graphically. Unit Questions:

1. How do we compare sizes and distances of atomic up to universal objects? 2. What are the limitations of data collected and analyzed?


● The range of magnitudes of quantities in our universe. ● The SI system of fundamental and derived units. ● Uncertainty and error in measurement. ● Uncertainties in calculated results. ● Uncertainties in graphs. ● Vectors and Scalars.

Unit 2: Mechanics This unit explores the dynamics of motion, quantitatively and graphically. Students will explore how objects and energy interact with systems and how it is conserved. Error analysis will also be incorporated into this unit. Unit Questions:

1. How can we correlate causes and their effects? 2. How do forces and energy interact?


● Kinematics. ● Forces and dynamics. ● Work, energy and power. ● Uniform circular motion. ● Projectile Motion (AHL) ● Gravitational field, potential and energy (AHL) ● Electric field, potential and energy (AHL) ● Orbital motion (AHL)

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Unit 3: Thermal Physics This unit explores the dynamics of and the difference between heat and temperature. Students will explore the kinetic properties of atoms and molecules when subjected to heat energy. Error analysis will also be incorporated into this unit. Unit Questions:

1. How can physical properties be modeled? 2. What is the difference between heat and temperature? 3. What happens to molecules and atoms when subjected to increased or decreased heat energy?


● Thermal concepts. ● Thermal properties of matter. ● Specific Heat capacity. ● Phase changes. ● Latent Heat. ● Kinetic Model of an ideal gas. ● Thermodynamics (AHL) ● Processes (AHL) ● Second Law of Thermodynamics (AHL)

Unit 4: Oscillations and waves This unit explores vibrations and harmonic motion that occur in nature, music and voice. Students will explore the measurement and simulation of waves, including earthquakes and tsunami. Error analysis will also be incorporated into this unit. Unit Questions:

1. What types of waves and oscillations are there? 2. How can waves and oscillations be measured? 3. How can waves and oscillations be manipulated?


● Kinematics of simple harmonic motion. ● Energy changes during simple harmonic motion. ● Forced oscillations and resonance. ● Wave characteristics. ● Wave properties. ● Stationary Waves (AHL) ● Doppler Effect (AHL) ● Diffraction (AHL) ● Resolution (AHL) ● Polarization (AHL)

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Unit 5: Electric currents. This unit explores the fundamentals of electricity as used in everyday life and also in nature, as in phenomena such as lightning. Students will explore the physics of how electrical circuits and their components operate. Error analysis will also be incorporated into this unit. Unit Questions:

1. What is electric potential difference, current and resistance and how are they measured and used? 2. What is an electron-volt? 3. What is the electromotive force and how is it measured and used?

Main content addressed: ● Electric potential difference, current and resistance. ● Electric circuits. ● Induced Electromotive force (AHL) ● Alternating current (AHL) ● Transmission of Electric Power (AHL)

Unit 6: Fields and Forces. This unit explores the similarities between the principles of Mechanics and Electricity. The students will explore Gravitation, Electrical and Magnetic fields and forces. Error analysis will also be incorporated into this unit. Unit Questions:

1. How are gravitation, electricity and magnetism related? 2. How are forces and fields distinguished? 3. How can the force and fields be measured?

Main content addressed

● Gravitational force and field ● Electric force and field ● Magnetic force and field ● Gravitational field, potential and energy (AHL) ● Electric field, potential and energy (AHL)

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Physics Grade 12

Unit 1: Atomic and Nuclear Physics This unit explores the physical principles behind the atom and nuclear structures. Students will also explore radioactive decay and nuclear reactions, including fission and fusion. Unit Questions:

1. What are the physical principles behind the atom? 2. What is radioactive decay and how can it be measured? 3. What is nuclear half life? 4. How do nuclear reactions occur?


● Atomic structure. ● Nuclear structure. ● Radioactivity. ● Half life. ● Nuclear reactions. ● Fission and fusion.

Unit 2: Quantum and Nuclear Physics This unit is an Option for Standard Level (exams ending 2009) and compulsory for Additional Higher Level (exams ending 2010). This unit explores the concept of the wave nature of light and matter, atomic spectra, energy states and atomic decay. Unit Questions:

1. How does quantum physics explain light, matter and energy? 2. What is, and can the de Broglie experiment be proven? 3. How are atomic spectra observed? 4. How can the quantization of energy levels be proven using atomic spectra? 5. How is the radioactive decay constant calculated?


● The quantum nature of radiation. ● The wave nature of matter. ● Atomic spectra and atomic energy states. ● Radioactive decay.

Unit 3: Energy, Power and Climate Change This unit explores world energy sources, power generation and degradation in regards to both fossil fuels and alternative energy production. The mechanisms of Global Warming and Climate Change will also be explored in detail. This unit relates to and will be incorporated into several other units.

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Unit Questions:

1. What is ‘degraded’ energy? 2. How can Sankey diagrams be used to identify energy degradation? 3. How can the energy density of a fuel be used to identify world energy sources? 4. How is the energy efficiency of different power sources calculated and compared? 5. What is the physical basis of the Greenhouse Effect? 6. What are the consequences of global warming?


● Energy degradation and power generation. ● World energy sources. ● Fossil fuel power production. ● Non fossil fuel power production. ● Greenhouse Effect. ● Global Warming.

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Chemistry Grade 11 SL

Unit 1: Measurement and Data Processing (SL) This unit focuses on the essential tools chemists utilize when collecting, describing, analyzing and presenting data. Students will understand that the scientific community defines an objective standard by which claims about data can be made. Unit Questions:

1. How does data describing the spread of values around an accepted value have significance in chemistry?

2. Why does the scientific community define an objective standard by which claims about data can be made?

3. Why are graphs helpful in providing powerful interpretations of reality? Main Content Addresses:

● Uncertainty and error in measurement ● Uncertainties in calculated results ● Graphical techniques

Unit 2: Quantitative Chemistry This unit is integral to the practice of chemistry as it builds a foundation for most of the numerical work done in the course. The unit of amount, the mole and chemical equations are introduced. The students will also study the description of the state of matter and its measurement based on a particular model of matter. Unit Questions:

1. Do the units we use help or hinder our understanding of the natural world? 2. How do chemical equations direct or limit our thinking? 3. How does the spread of knowledge depend on the authority of the person proposing the new

ideas? 4. Would there have been gas laws without the work of Charles or Boyle?

Main Contents Addressed:

● The mole concept and Avogadro’s constant ● Formulas ● Chemical equations ● Mass and gaseous volume relationships in chemical reactions ● Solutions

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Unit 3: Atomic Structure In this unit, the structure of atom will be investigated. The students will explore the structure of an atom and how atoms differ from one another. Unit Questions:

1. How does the knowledge we gain about the natural world depend on the questions we ask and the experiments we perform?

2. What is the significance of the model of the atom in the different areas of knowledge? 3. Are the models and theories that scientists create accurate description of the natural world, or are they

primarily useful interpretations for prediction, explanation and control of the natural world? 4. Which way of knowing do we use to interpret indirect evidence gained through the use of technology?


● The atom ● The mass spectrometer ● Electron arrangement

Unit 4: Periodicity This unit focuses on the periodic table. The students will understand how the elements are arranged in the periodic table. Unit questions:

1. What is the role of imagination and creativity in Chemistry? 2. To what extent might the formulation of a hypothesis be comparable to imagining and creating a work

of art? 3. Could we reach a point where everything important in a scientific sense is known? 4. Should scientists be held morally responsible for the application of their discoveries? 5. To what extent do the classification systems we use affect the knowledge we obtain?


● The periodic table ● Physical properties ● Chemical properties

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Unit 5: Bonding In this unit, the students will learn study the main types of chemical bonds and also consider other forces that help hold substances together. They will also discover the key factor to the formation of all bonds. Unit Question:

1. How does the method of learning affect the quality of knowledge acquired?


● Ionic bonding ● Covalent bonding ● Intermolecular forces ● Metallic bonding ● Physical properties

Unit 6: Energetics This unit will focus on reactions which involve heat changes. The students will learn how heat affects how particles behave. Unit Questions:

1. How important are technical terms such as “enthalpy” in different areas of knowledge? 2. Is the correct use of technical terms necessary or sufficient indicator of understanding? 3. What criteria do we use in judging whether discrepancies between experimental and theoretical values

are due to experimental limitations or theoretical assumptions? 4. When is a scientist justified in rejecting the literature value in favor of their experimentally determined

value? 5. If you know the law of conservation of energy, do you automatically know Hess’ law?


● Exothermic and endothermic reactions ● Calculations of enthalpy changes ● Hess’ Law ● Bond enthalpies

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Unit 8: Kinetics In this unit, the students will begin by studying reaction rates and how they are measured in different situations. The students will also learn how reactions happen at the molecular level by studying collision theory. The students will also understand the effect that different factors have on reaction rates. Unit Question:

1. Should the relative validity of conclusions be based on experimental or on theoretical data? Main Content Addressed:

● Rates of reactions ● Collision theory

UNIT 9: Equilibrium In this unit, the students will explore some of the features of the equilibrium state. This will also understand how this knowledge will enable them to predict how far reactions will proceed under different conditions. Unit Question:

1. Is it correct to say that when we cannot measure the quantity of a substance, it does not exist? Main Content Addressed:

● Dynamic equilibrium ● The position of equilibrium

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● Numerical, graphical, tabulating and listing facilities of the GDC ● Number sets (natural, integer, rational, real) ● Approximation: decimal places, significant figures, rounding, percentage error. ● Estimation ● Scientific (index) notation: a x 10k ● Systeme International (SI) units ● Arithmetic sequences and series ● Geometric sequences and series


● Set theory: subsets; intersection; union; complement ● Venn diagrams: ● Complementary events ● Logic: propositions; symbolic notation of propositions ● Compound statements: implication; equivavlence; negation; conjunction; disjunction; exclusive

disjunction; verbal and symbolic forms ● Truth tables ● Implication: converse; inverse; contrapositive. Logical equivalence. ● Probability: complementary events; combined events; mutually exclusive; independent; conditional

events. Unit 3: Functions The aim of this section is for students to gain understanding of functions that can be applied to practical situations. Main Content:

● Domain and range. Mapping diagrams ● Linear functions and their graphs ● Quadratic functions and their graphs. Properties of symmetry: vertex; intercepts ● Exponential functions and their graphs and properties. ● Graphs and properties of the sine and cosine functions ● Accurate graph drawing for all of the above types of functions ● Use of a GDC to sketch and analyse some simple, unfamiliar functions ● Use of a GDC to solve equations

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● Coordinates in two dimensions: points; lines; midpoints; distance between points. ● Equations of lines in two dimensions: y = mx + c and ax + by + d + 0; gradient; intercepts; points of

intersection; parallel and perpendicular lines. ● Right angled trigonometry: ratios of sine, cosine and tangent ● Sine and Cosine rule: area of a triangle, construction of diagrams from written statements. ● Geometry of 3-D shapes: cuboid; prism; pyramid; cylinder; sphere; hemisphere; cone ● Surface area and volume of above shapes ● Vertices and midpoints, length of lines joining these and angles formed by these lines for the above

geometric shapes. Personal Project The course includes 20 hours of internally assessed project work, which contributes 20% of the course grade. Students must produce a piece of work based on personal research in a topic of their choice. The aims of the project include developing the students’ personal insight into the nature of mathematics, developing the ability to ask their own questions about mathematics and discovering how math can be applied in other subject areas. The content of the project is entirely open for the student to determine. The due date for the project will be in week 4 of grade 12.

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Mathematics (SL) Mathematics Grade 11 and Grade 12 Unit 1: Algebra The purpose of this unit is to introduce diploma candidates to some basic algebraic concepts and applications. Main content addressed:

● Arithmetic and geometric sequences and series; sums of arithmetic and geometric series; sums of finite and infinite geometric series

● Sigma notation ● Exponents and logarithms; the laws of exponents and logarithms; the change of base rule ● The binomial theorem and expansions of

Unit 2: Functions and Equations The purpose of this unit is to explore the notion of function as a unifying theme in mathematics and to apply functional methods to a variety of mathematical situations. Main content addressed:

● The concept of function : domain, range; image (value) ● Composite functions ; the identity function; inverse functions ● The graphs of functions; its equation y=f(x); function graphing skills; the use of a GDC to graph a

variety of functions; investigate the key features of graphs; find the solutions of equations graphically ● Transformations of graphs: translations, stretches, reflections in the axes ● The graph of as the reflection in the line y=x and the graph of y=f(x) ● The reciprocal function : its graph, its self-inverse nature ● The quadratic function ; its graph, y-intercept (0,c); axis of symmetry ; the form : vertex (h,k); the form :

x-intercepts (p,0) and (q,0) ● The solution of ; the quadratic formula; use of the discriminant ● The function ; the inverse function ; graphs of and ; solution of using logarithms ● The exponential function ; the logarithmic function , x>0

Unit 3: Circular Functions and Trigonometry The purpose of this unit is to explore the circular functions and to solve triangles using trigonometry. Main content addressed:

● The circle: radian measure of angles; length of an arc; area of a sector ● Definition of and in terms of the unit circle; definition of as ; the identity ● Double angle formulae: ● The circular functions and : their domains and ranges; their periodic nature; their graphs; composite

functions of the form

● Solutions of trigonometric equations in a finite interval; equations of the type ; equation leading to quadratic equation in, for example ; graphical interpretation of the above

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● Solution of triangles; the cosine rule: ; the sine rule: ; areas of triangles as Unit 4: Matrices The purpose of this unit is to provide an elementary introduction to matrices as a fundamental concept of linear algebra. Main content addressed:

● The definition of a matrix: the terms “element”, “row”, “column”, and “order” ● Algebra of matrices: equality; addition; subtraction; multiplication by a scalar; multiplication of matrices;

identity and zero matrices ● The determinant of a square matrix; calculation of 2x2 and 3x3 determinants; the inverse of a 2x2

matrix, condition for the existence of the inverse of a matrix ● Solution of systems of linear equations using inverse matrices

Unit 5: Vectors The purpose of this unit is to to provide an elementary introduction to vectors using both geometric and algebraic approaches. Main content addressed:

● Vectors as displacements in the plane and in three dimensions; components of a vector; column representation

● Algebraic and geometric approaches to: the sum and difference of two vectors, the zero vector, negative vectors, multiplication by a scalar, the magnitude of vectors, unit vectors, base vectors, position vectors

● The scalar product of two vectors; perpendicular vectors; parallel vectors; the angle between two vectors

● Representation of a line as ; the angle between two lines ● Distinguishing between coincident and parallel lines; finding points where lines intersect

Unit 6: Statistics and Probability The purpose of this unit is to provide introduce basic concepts. It may be considered as three parts: descriptive statistics, basic probability and modeling data. The emphasis is on understanding and interpreting the results obtained. Main content addressed:

● The concepts of population, sample, random sample and frequency distribution of discrete and continuous data

● Presentation of data: frequency tables and diagrams, box and whisker plots; grouped data; mid-interval values; interval width; upper and lower interval boundaries; frequency histograms

● Mean, median and mode; quartiles; percentiles; range; interquartile range; variance; standard deviation ● Cumulative frequency; cumulative frequency graphs and their use to find median, quartiles percentiles

● Concepts of trial, outcome, equally likely outcomes, sample space (U) and event; the probability of an

event A as ; complementary events ● Combined events, the formulas ; for mutually exclusive events

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● Conditional probability; the definition ; independent events –the definition ● Use of Venn diagrams, tree diagrams and tables of outcomes to solve problems ● Concept of discrete random variables and their probability distributions; expected value (mean), E(X)

for discrete data ● Binomial distribution; mean of the binomial distribution ● Normal distribution; properties of the normal distribution; standardization of normal variables

Unit 7: Calculus The purpose of this unit is to introduce students to the basic concepts and techniques of differential and integral calculus and their applications. Main content addressed:

● Informal ideas of limit and convergence; definition of derivative as ; derivative of and lnx; derivative interpreted as gradient function and as rate of change

● Differentiation of a sum and a real multiple of the functions listed above; the chain rule for composite functions; the product and quotient rules; the second derivative

● Local maximum and minimum points; use of the first and second derivative in optimization problems ● Indefinite integration as anti-differentiation; indefinite integral of ; the composites of any of these

functions with the linear function ax+b ● Anti-differentiation with a boundary condition to determine the constant term; definite integrals; areas

under curves, areas between curves, volumes of revolution ● Kinematic problems involving displacement, velocity, and acceleration ● Graphical behavior of functions: tangents and normals, behavior of large values of x, horizontal and

vertical asymptotes; the significance of the second derivative; distinction between maximum and minimum points; points of inflection with zero and non-zero gradients

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Mathematics (HL)

Mathematics Grade 11 and Grade 12 Unit 1: Algebra The purpose of this unit is to introduce diploma candidates to some basic algebraic concepts and applications. Main content addressed:

● Arithmetic and geometric sequences and series; sums of arithmetic and geometric series; sums of finite and infinite geometric series

● Sigma notation ● Exponents and logarithms; the laws of exponents and logarithms; the change of base rule ● Counting principles, including permutations and combinations ● The binomial theorem and expansions of ● Proof by mathematical induction; forming conjectures to be proved by mathematical induction ● Complex numbers: the real and imaginary parts, the conjugate, the modulus and argument; Cartesian

form ; modulus-argument form ; the complex plane ● Sums, products and quotient of complex numbers ● De Moivre’s theorem; powers and roots of a complex number ● Conjugate roots of polynomial equations with real coefficients

Unit 2: Functions and Equations The purpose of this unit is to explore the notion of function as a unifying theme in mathematics and to apply functional methods to a variety of mathematical situations. Main content addressed:

● The concept of function : domain, range; image (value) ● Composite functions ; the identity function; inverse functions ● The graphs of functions; its equation y=f(x); function graphing skills; the use of a GDC to graph a

variety of functions; investigate the key features of graphs; find the solutions of equations graphically ● Transformations of graphs: translations, stretches, reflections in the axes ● The graph of as the reflection in the line y=x and the graph of y=f(x) ● The graph of from y=f(x); the graphs of the absolute value functions and ● The reciprocal function : its graph, its self-inverse nature ● The quadratic function ; its graph, y-intercept (0,c); axis of symmetry ; the form : vertex (h,k); the form :

x-intercepts (p,0) and (q,0) ● The solution of ; the quadratic formula; use of the discriminant ● The function ; the inverse function ; graphs of and ; solution of using logarithms ● The exponential function ; the logarithmic function , x>0 ● Inequalities in one variable, using their graphical representation; solutions of g(x)≥f(x) where f,g are

linear or quadratic ● Polynomial functions; the factor and remainder theorems, with application to the solution of polynomial

equations and inequalities Unit 3: Circular Functions and Trigonometry

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The purpose of this unit is to explore the circular functions, to introduce some important trigonometric identities and to solve triangles using trigonometry. Main content addressed:

● The circle: radian measure of angles; length of an arc; area of a sector ● Definition of and in terms of the unit circle; definition of as ; the definition of ; Pythagorean identities ● Compound angle identities; double angle formulae ● The circular functions and : their domains and ranges; their periodic nature; their graphs; composite

functions of the form ● The inverse functions , ,; their domains, ranges, and graphs ● Solutions of trigonometric equations in a finite interval; equations of the type ; equation leading to

quadratic equation in, for example ; graphical interpretation of the above ● Use of trigonometric identities and factorization to transform equations ● Solution of triangles; the cosine rule: ; the sine rule: ; areas of triangles as

Unit 4: Matrices The purpose of this unit is to provide an elementary introduction to matrices as a fundamental concept of linear algebra. Main content addressed:

● The definition of a matrix: the terms “element”, “row”, “column”, and “order” ● Algebra of matrices: equality; addition; subtraction; multiplication by a scalar; multiplication of matrices;

identity and zero matrices ● The determinant of a square matrix; calculation of 2x2 and 3x3 determinants; the inverse of a matrix,

condition for the existence of the inverse of a matrix; conditions for the existence of a unique solution, no solution and an infinity of solutions

● Solution of systems of linear equations using inverse matrices Unit 5: Vectors The purpose of this unit is to introduce the use of vectors in two and three dimensions, and to facilitate solving problems involving points, lines and planes. Main content addressed:

● Vectors as displacements in the plane and in three dimensions; components of a vector; column representation

● Algebraic and geometric approaches to: the sum and difference of two vectors, the zero vector, negative vectors, multiplication by a scalar, the magnitude of vectors, unit vectors, base vectors, position vectors

● The scalar product of two vectors; algebraic properties of the scalar product; perpendicular vectors; parallel vectors; the angle between two vectors

● Representation of a line as ; parametric and Cartesian representation of lines; the angle between two lines

● Distinguishing between coincident, parallel, intersecting and skew lines and distinguishing between these cases; finding points where lines intersect

● The vector product of two vectors; the determinant representation; the geometric representation of the vector product

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● Vector equation of a plane ; use of normal vector to obtain the form ; Cartesian equation of a plane ● Intersections of: a line with a plane, two planes, three planes; angle between: a line and a plane, two

planes Unit 6: Statistics and Probability The purpose of this unit is to provide introduce basic concepts. It may be considered as three parts: descriptive statistics, basic probability and modeling data. The emphasis is on understanding and interpreting the results obtained. Main content addressed:

● The concepts of population, sample, random sample and frequency distribution of discrete and continuous data

● Presentation of data: frequency tables and diagrams, box and whisker plots; grouped data; mid-interval values; interval width; upper and lower interval boundaries; frequency histograms

● Mean, median and mode; quartiles; percentiles; range; interquartile range; variance; standard deviation ● Cumulative frequency; cumulative frequency graphs and their use to find median, quartiles percentiles ● Concepts of trial, outcome, equally likely outcomes, sample space (U) and event; the probability of an

event A as ; complementary events ● Combined events, the formulas ; for mutually exclusive events ● Conditional probability; the definition ; independent events –the definition ; use of Bayes’ theorem for

two events ● Use of Venn diagrams, tree diagrams and tables of outcomes to solve problems ● Concept of discrete random variables and their probability distributions; definitions and use of

probability density functions; expected value (mean), E(X) ● Binomial distribution, its mean and variance; Poisson distribution, its mean and variance ● Normal distribution; properties of the normal distribution; standardization of normal variables

Unit 7: Calculus The purpose of this unit is to to introduce students to the basic concepts and techniques of differential and integral calculus and their applications. Main content addressed:

● Informal ideas of limit and convergence; definition of derivative as ; derivative of and lnx; derivatives of reciprocal circular functions; derivatives of and ; derivatives of arcsinx, arccosx, arctanx; derivative interpreted as gradient function and as rate of change

● Differentiation of a sum and a real multiple of the functions listed above; the chain rule for composite functions; application of the chain rule to related rates of change; the product and quotient rules; the second derivative and an awareness of higher derivatives

● Local maximum and minimum points; use of the first and second derivative in optimization problems ● Indefinite integration as anti-differentiation; indefinite integral of ; the composites of any of these

functions with the linear function ax+b ● Anti-differentiation with a boundary condition to determine the constant term; definite integrals; areas

under curves, areas between curves, volumes of revolution ● Kinematic problems involving displacement, velocity, and acceleration ● Graphical behavior of functions: tangents and normals, behavior ofr large values of x, horizontal and

vertical asymptotes; the significance of the second derivative; distinction between maximum and minimum points; points of inflection with zero and non-zero gradients

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● Implicit differentiation ● Further integration: integration by substitution, integration by parts ● Solution of first order differential equations by separation of variables

Unit 8: Sets, Relations, and Groups The purpose of this unit is to provide the opportunity to study some important mathematical concepts, and introduce the principles of proof through abstract algebra.


● Finite and infinite sets. Subsets. Operations on sets: union, intersection, complement, set difference, symmetric difference

● De Morgan’s laws; distributive, associative and commutative laws (for union and intersection) ● Ordered pairs: the Cartesian product of two sets ● Relations; equivalence relations, equivalence classes ● Functions: injections, surjections, bijections; composition of functions and inverse functions ● Binary operations; operation tables (Cayley tables) ● Binary operations with associative, distributive and commutative properties ● The identity element e; the inverse of an element ; proof that left-cancellation and right-cancellation by

an element hold provided that has an inverse; proofs of the uniqueness of the identity and inverse elements

● The axioms of a group; Abelian groups ● The following groups

○ R,Q,Z and C under addition ○ Matrices of the same order under addition ○ 2x2 invertible matrices under multiplication ○ Integers under addition modulo n ○ Groups of transformations ○ Symmetries of an equilateral triangle, rectangle and square ○ Invertible functions under composition of functions ○ Permutations under composition of permutations

● Finite and infinite groups; the order of a group element and the order of a group ● Cyclic groups; proof that all cyclic groups are Abelian ● Subgroups, proper subgroups; use and proof of subgroup tests; Lagrange’s theorem; use and proof of

the result that the order of a finite group is divisible by the order of any element (Corollary to Lagrange’s theorem)

● Isomorphism of groups; proof of isomorphism properties for identities and inverses

32

Visual Arts (HL and SL) The first year acquaints students not only with the appreciation of great works, but also allows them the opportunities to experiment in the various media and styles used by artists while studying cultures and world events that have influenced artistic expression. Students begin the year with teacher led projects, progressively taking more responsibility over the content and concepts of the projects in preparation for the independent study of year 12. The course is designed to foster artistic growth of the student through recorded research (Investigation Workbook) and experimentation. Higher level students are required to produce more work and are marked on one additional assessment criteria. Learning objectives: • to provide students with the opportunities to develop the aesthetic, imaginative and creative faculties. • to stimulate and train visual awareness, perception and criticism of the visual arts. • to encourage the pursuit of quality, through training, individual experiment and persistent endeavor. • to exemplify and encourage a lively, enquiring and informed attitude towards art and design in all its forms, both in history and contemporary society. You will build on your current knowledge of art and art making skills through a variety of guided and independent projects, research, critique and homework assignments. Investigation Workbook (IWB) The purpose of the Investigation Workbook is to encourage adventurous and critical personal investigation. It will take the form of a working journal, containing both visual and verbal information, including records of exhibitions visited, consideration of the visual arts of other cultures and the historical context of artworks being studied, as well as references to the student’s own studio practice. Details about the IWB will be discussed thoroughly in class. Assessment Assessment is based on your quality of class participation, portfolio review, in class critiques, and research workbook evaluation according to IB descriptors.

32

Visual Arts Grade 11 Unit 1: 24 hours: My summer in a day: (independent study) This unit allows the students to draw on visual and written research based on their summer activities in their Investigation Workbooks. They then create their first piece of Studio Work, which counts towards their final exhibition. It is designed to introduce students to the program, getting them to work independently from the start of the course. Unit Questions:

● How do artists generate ideas for a work of art? Main content addressed: Artists collect data for analysis to generate creative visualizations. Through introspective reflection and imaginative implication, artists create meaning in their works. Sketchbooks act as a journal of thoughts, responses, visual details, inspiring experiences, new media experimentation and tests, and comparative analysis of art. Artists use a subject specific discourse among peers. Artists question reality, authority, logic, and principles in pursuit of unique and aesthetic outcomes. The aims of the visual arts course at HL and SL are to enable students to: Investigate past, present and emerging forms of visual arts and engage in producing, appreciating and evaluating these

● Develop an understanding of visual arts from a local, national and international perspective ● Build confidence in responding visually and creatively to personal and cultural experiences ● Develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement ● Take responsibility for the direction of their learning through the acquisition of effective working

practices. Unit 2: Still Life Study Cultural Heritage Unit Questions:

● How do artists interpret still life? ● What are the different ways still life can be perceived?

Main content addressed: Drafting skills- Value and Form, Value scale, Cross contour Reflection/evaluation- Reflection guide Drawing skills- Charcoal, Pastel, Pastel Pencils Planning an idea- Compositional Design, Subject Elements, Texture sketching Developing an idea- ―Dress Rehearsal� sketch Creating a final artwork Unit 3: Design with a Conscious Unit Questions:

● Do Artists have a moral/ethical responsibility to society?

32

● How can art mobilize a society toward socially sustainable behavior? Main content addressed: Independent multi-media research including critique and comparisons Personal reflection on moral and ethical standards Creative cycle project development Collecting visual resources Experimenting with ideas, materials, and techniques Group discussion and critique Unit 4: Gender and Stereotype Issues Unit Questions:

● How are stereotypes created and reinforced? ● How do codes and conventions affect the messages of ads and our attitudes about gender.? ● How do we learn gender roles? ● How does Entertainment, Sports, or Media programming influence our understanding of gender? ● What other people influence our learning of gender roles? ● Where else in society do we find these messages?

Main content addressed: Our understanding of gender is influenced by the gender representations we encounter through mass media, as well as, environmental factors, such as childhood and family culture. Artwork we make, and see that depicts people is subject to our understanding of gender roles based on our individual experiences growing up. Artists have a unique ability to transcend the norms of social acceptance, or stereotype to make evocative, provocative, or socially conscious work promoting positive interpretations of gender. Unit 5: Power in Art Unit Questions:

● What images or symbols do you associate with the word power? With the word control? ● Identify people in your daily life who have power. What does it mean to be powerful? ● What makes a person powerful? How do people secure, wield, or exercise their power? ● How do the artists in this hour exercise or relinquish power or control in their work? ● What types of power do artists have? In what ways can art empower people? ● How do the artists in this hour explore ideas about violence to address the theme of

power? What do you think the artists in this hour hope to achieve through making art? Main content addressed: As artists continue to explore new technologies and media, the work they create encourages critical thinking and visual literacy in our increasingly media-saturated society. From politics to mass media, power pervades daily life. The artists in this hour explore personal and cultural histories, re-imagine social space, and challenge authority, oppression, and control. Each artist humanizes difficult issues by acting as a witness to violence, working to heal communities, or achieving a balance between constructive and destructive energies. Unit 6: Urban Photography (darkroom) Unit Questions:

● How is photography used as a medium?

32

● How does analogue differ from digital? ● What enhancements or distortions does photography produce? ● What is the difference between documentary and fine art photography? ● Can photography be experimental? ● What is the historical significance of photography in art and society?

Main content addressed: Experimental photography, developing, processing Teacher directed techniques Darkroom skills Reflection/evaluation Planning an idea Developing an idea Creating a series of prints Unit 7: Independent Thematic work Unit Questions: Students explore possible questions that connect their chosen theme to topics of their choice or suggested by the teacher. Main content addressed: This will vary among students as they develop their personal thematic projects in association with skills and concepts of their choice. Each student is mentored individually at this point toward the creation of a ‘body of work’ to be exhibited as part of their DP Visual Arts examination.

Visual Arts Grade 12 In the second year students experiment, but also hone their skills and styles by working in those media in which they are most motivated, and producing art that addresses a deeper understanding of the influence of the artist as culture maker. Unit 1: Independent Projects mentored by teacher.

Japanese A1 (HL and SL)

Japanese A1 Grade 11 and Grade 12

Unit 1: School’s Free Choice

パート４（School’s Free Choice）というコースのために、スタンダードレベル（ＳＬ）の

学生は３冊、ハイヤーレベル（ＨＬ）の学生は４冊のテキストを読みます。学生は、文学的な特

徴がどのようにすべての評価作業の重要な部分を作るテキストに対して、読者の反応に影響を及

ぼすかについて集中します。学生は、テキストへの彼らの反応に影響を及ぼす言語機能の範囲に

ついての彼らの知識を高め続けます。使用するテキストを以下に示します：

ＨＬ／ＳＬ共通

『キッチン』吉本ばなな

『さらだ記念日』俵万智

『オィディプス王』沢ソポクレス／藤令夫

＜ＨＬ＞

験『個人的な体』郎大江健三

スタンダードレベルとハイヤーレベル学生のための評価：

このコースの評価は、スタンダードもハイヤーも同じ作業で評価されます。全体の評価得点の

15%から成る Individual Oral Presentation（10-15分）です。Individual Oral Presentationは、このパ

ートのうちの一冊の作品に基づきます。学生は、先生との相談しこの課題の話題を選びます。学

生は、彼らの個人の興味を表す話題を選ぶかもしれません。話題は、学習面のどのような側面に

沿ったものでもかまいません：

o 作品と関連した問題の文化的なセッティング

o 主題の焦点

o 特徴描写

o 技術とスタイル

o 作品（作者、主題）の特定の要素に対する著者の態度

o 異なる展望からの特定の要素の解釈。

Unit Questions:

1.どのように、読者は作品の世界へ彼ら自身の経験を持ってきますか？

2.どのように、著者と彼らが生きた社会の両方の仮定は、テキストに埋められています

か？

3.どのように、文学的な特徴は、読者のテキストへの反応に影響を及ぼしますか？

4.我々がそれを説明するとき、テキストについての我々の考えはどのように正当化される

ことができますか？(TOK関連)


• 学生は、選ばれたテキストでいくつかの中心概念に関連したテーマを調べます。

• 学生は、作者の用いている、対比などについて作者の使い方を分析します。シンボルと

イメージの使用の分析は、次の単位で続けられます。

• 学生は、主人公の性格の発展とテーマの関係を調べます。これは、次の単位の継続した

焦点です。

• 学生は、各々の著者の時代背景が作品のテーマに及ぼす影響を分析します。

• 学生は、言語が大きな位置を占めていることを調べます。

• 学生は、彼ら自身の仕事と関連した評価基準を使っている仲間の使用法を評価します。

• 学生は、異なる種類のテキスト（例えば小説、戯曲、詩）で、調子の目的を比較します。

• 学生は、口頭の/書面での解説のために、計画に焦点を合わせて Language A1 評価作業

にふさわしいプレライティング戦略の範囲を行います。

Unit 2: World Literature

パート１（World Literature：世界文学）というコースのために、ＳＬの生徒もＨＬの生徒も、

３冊のテキストを読みます。World Literature（WL）テキストのすべては、日本語以外の言語で

書かれたもので、日本語に翻訳されたものを読みます。学生は３冊のテキストを読んで、テキス

トの作者がどのように個人に対し、総体的な考え、懸念と望みに形を与えることができるかにつ

いて調べます。３冊のテキストを以下に示します：


『異邦人』訳カミュ／窪田啓作

変『身』訳カフカ／高橋義孝

『蜘蛛女のキス』プイグ／野谷文昭

スタンダードレベル学生のための評価：

アサイメント１：少なくとも 2冊のパート１作品の比較研究を行います。これは、日本語で、

２０００字～３０００字の長さです。（これは、学生の最終的な等級の 20%を占めます）

ハイヤーレベル学生のための評価：

評価は、外部的に評価される 2つの作業があります。各々の長さは日本語で、２０００字～３０

００字必要です。

アサイメント 1：少なくとも 2つのパート１の作品の比較研究を行います。(これは、学生の最

終的な等級の 10%を意味します)

アサイメント 2：以下のいずれかの一つを書きます。（これは、学生の最終的な等級の 10%を意

味します）１冊はアサイメント１で使われなかった作品より選ばれます：

o アサイメント 2a：比較論文 (1冊のWL作品と 1冊の日本文学)

o アサイメント 2b：想像的なまたは創造的な作品をつくります。（1冊のWL作品、ある

いは、1冊のWLと 1冊の日本文学）

o アサイメント 2c：詳細な論文(1冊のWL作品のみについて)

Unit Questions:

1. ３つの作品において、個人または総体的な考えを、どのように懸念と望みを主題と関

係して代表させますか？

2. 構造、トーン、アイロニーと見解は読者の反応に、どのような影響を及ぼすことがで

きますか？

3. テキストを翻訳するとき、どんな問題が発生しますか、そして、どのように、これら

の問題はこれらのテキストで対処されましたか？

4 聞いたり話したり、読んだり書いたりされる大部分の文章において、価値と混ぜ合わ

された事実は、読者は文学的な特徴がどのようなテキストに対する認識を形づくるかについて、

どのようにわかることができますか？(TOK関連)


• 学生は、選ばれたテキストで疎外の概念に関連したテーマを調べます。

• 学生は、性格の世界観を表す際に、発音の著者の使用を分析します。

• 学生は、リアリズムの程度をつくる際に、シンボルとイメージの使用を調べます。

• 学生は、性格発展と各々の仕事のテーマの関係を調べます。

• 学生は、各々の著者の命には彼らの作品のテーマの上であった影響を分析します。

• 学生は、「探求の旅」の構造技術がどのようにテキストで使われるかについて調べます。

• 学生は、小説と短編で調子の目的を比較します。

• 学生は、いろいろなフレームワークを使っている World Literature 割当てを予定しま

す。

• 学生は、いろいろな文化から文学を読むことを通して、彼らの全体的な展望をもちます。

Unit 3: Detailed Study

精読教材と言われるパート２について、説・随小筆/ ・・戯評論詩歌曲の各ジャンルより一冊ずつ、

ＨＬでは４冊、ＳＬでは２冊の作品を学習します。

ここに含まれる作品を以下に示します：


郎『谷川俊太詩集』郎谷川俊太

『おくのほそ道』松尾芭蕉現代語訳/曽良随行日記付き

＜ＨＬ＞

『こころ』夏目漱石

『友達』安部公房

評価は、学習した４作品（SLは２作品）のうちの 1つからの約４０行の抜粋文に基づく 15分の

Oral Commentaryです。抜粋には、ガイドクエスチョンが２つ付けられます。この口頭試験は、

内部的に先生によって評価されて、IBOによって外部的にモデレートされます。それは、最終的

な等級の 15%の価値があります。学生は、授業で実行されるいろいろな口頭の活動を通して文

学について話すことのために必要とされる技術を行うのを奨励されます。

Unit Questions:

1. 異なる時代、文化と言語からの作品の研究は、人間の状態について我々に何を教えます

か？

2 文芸批評の技術は何ですか、そして、どのように、学生は文学の彼らの理解を示すこと

ができますか？

3. どのように、学生は文学を生涯の楽しむことと関心をもつことができますか？

4. どんな技術が、散文か演劇から抜粋の詳細な分析に係わるために必要ですか？


� 学生は、抜粋に構造化で、説得力のあって、効果的反応を提示することを学びます。

� 学生は、正しく文学的な語を使用しているはっきりして正確な方法と適切な登録で話し

ます。

� 学生はすべてのテキストについての完全な知識と理解を示して、職場の主部の前後関係

の範囲内で抜粋を位置させることができます。

� 学生は、抜粋の彼らの解釈において、文学的な特徴の効果の素敵な認識と批評的な分析

を示します。

� 学生は抜粋に有効な反応を提示して、テキストへの正確な言及で、彼らの思想を支持し

ます。

Unit 4: Groups of Works

学生は、小説・随筆/ ・・戯評論詩歌曲のジャンルのうち、研究が全体論の方法であるのを可能にす

るために、ひとつのジャンルより、ＨＬでは４冊、ＳＬでは３冊の作品が選ばれます。当校では、

学生が勉強するジャンルは、小説です。Higher Levelコースのために、学生は 1つのWorld

Literature作業を含む４つのテキストを読むことを要求されます。ＳＬの学生は、１つのWorld

Literature作品を含む３冊のテキストを読みます。彼らがテキストの範囲内で一般の問題を調査

するとき、World Literature作業は学生が異文化間の展望を考慮するのを許します。作品は以下の

通りです：


『金閣寺』三島由紀夫

『砂の女』安部公房

・ー『イワンデニソヴィチの一日』ーソルジェニツィン／木村浩

＜ＨＬ＞

国『雪』川端康成

この単位のための評価は、スタンダード Level学生は９０分、Higher Level学生２時間かけて

行われる論文試験です。学生は、Exam Paper 2で問題の応答する一つに基づく彼らのエッセイを

書きます。一般的な自然の 4つの論文式設問から演劇または選択のジャンルに基づく 2つの論文

式設問が、あります。彼らのエッセイは彼らがパート３でよく見た 2つの作品に基づかなければ

なりません、そして、それは彼らの最終的な等級の 25%の価値があります。クラス活動は、含

みます：問題の全ての部分が宛名を書かれることを確実とするために論文式設問に接近する方

法;書いている時限エッセイ;エッセイ計画;書面での表現の形式的で技術的な流暢さ;そして、テ

キストを読んで、修正すること。

Unit Questions:

1 テキストの他のジャンルと比較した演劇テキストの特徴は、何ですか？

2 よく見られる作品のグループの関係は、何ですか？

3 関連した例と技術的な流暢さで、どのように、エッセイは支えられて論理的方向で、現

在の考えに構築されなければなりませんか？

4. 脚本家によっていろいろな文化と国で生産される演劇テキストの違いと類似点は、何で

すか？


• 学生は、作品の知覚の鋭くて詳細な知識を誇示します。

• 学生は、テキストから例から説明で問題について述べる関連した個人の反応を表します。

• 学生は、演劇作品の文学的な特徴の認識を示します。

• 学生は、例を支持することをエッセイの本文に集積しておく、よく組織化されて効果的

エッセイを発表します。

• 学生は、正しい文法、つづり方、句読点と文作成がある書面での表現において、形式言

語を使用します。

Japanese A2 (SL only)

Japanese A2 Grade 11 and Grade 12 Unit 1: 小論文

小論文とは、どのような文章をいうのかについて学習し、いくつかの小論文を読み、それに賛成または

反対の立場で小論文を書きます。

Unit Understandings:

原稿用紙の使い方を理解する

「小論文」と「作文」との違いを理解する

「小論文」の形式について理解する

「小論文」に書くべき内容を理解する

Unit Questions:

1. 「作文」と「小論文」とはどのような違いがありますか

2. 「小論文」はどのような形式になっていますか

3. 「小論文」には何を書く必要がありますか

4. 独なぜ「自性」が必要なのでしょうか

5. どういうことを書けばよいのでしょうか

6. 読「見る」と「む」の違いはどこにあると思いますか

7. 読「む」のに必要な力とはどのようなものでしょうか

8. 文体はどうすればよいのでしょうか

9. 嫌われる言葉遣いとはどのようなものでしょうか

10. 読伝自分の意見をみ手に正しくえるにはどのような点に留意すればいいでしょうか

11. 効伝調べた情報を果的にえるにはどんな工夫をすればいいでしょう。


・小論文の書き方を理解する

・文章の書き方を工夫する

・読学小論文を解するための方法をぶ

・ー内読新聞やインタネットで情報を調べ、容をみ取る

・調べた情報を簡潔にわかりやすくまとめ文章にして書く

・読賛対小論文をみ、成または反の立場から小論文を書く

Unit 2: 読みを深める

学読ＴＵＧＵＭＩ』吉本ばなな、『芋粥』芥川龍之介、『こころ』夏目漱石、などの文作品をみ、

説読小の解力を深める。

強文書の構成や展開に注意して、作者の考えの進め方や調点をとらえ、登場人物の微妙な心理を

読読広み取る。これらの作品をみ味わい、主題を正しくとらえ、自己認識やく人間認識を深める。


小説のおもしろさを味わいながら、小説の成り立ちを理解する

物語の展開に従って、登場人物の微妙な心理を読み取る

表現や描写の巧みさを理解する

作品の構成や展開を理解する

自己認識や広く人間認識を深めよう

Unit Questions:

説１．これらの小はどのような成り立ちになっていますか

変２．登場人物の心理はどのように化していきますか

２．主人公の生き方をどう思いますか

３．作品の主題は何ですか


・説作者のスタイルをまねて、小を書く

・説時代を現代に置き換えた小を書く

・主人公の生き方をまねたその後を書く

Unit 3: 何が正しいですか（メディア）

このユニットでは、双人が表現すること、表現されたものを受けとめること。情報の方向につ

込観陥いて考え、メディアについて考える。思いみを排除し、先入にとらわれたものの見方にら

学ないよう心すべきことをぶ。


仲間うちとあらたまった時とで、メディアや言葉遣いを使い分けよう

メディアに限らず、何もかも一緒くたにはできないことを知ろう

伝達内容にふさわしい方法選択を考えよう

メディアは時代とともに変化することを理解しよう

Unit Questions:

１．仲間うちとあらたまった時とで、メディアや言葉遣いをどのように使い分けるべきか

２．ー電子メルに心はこもっていないか

３．万年筆は「正式」だったと思いますか

変４．メディアは時代とともにどのように化してきましたか

５. 筆者はメディアはどうあるべきだと主張していますか


・同じ話題について、メディアによる違いがあるのかを調べる

・ー内読新聞やインタネットで情報を調べ、容をみ取る

・調べた情報を簡潔にわかりやすくまとめ文章にして書く

・メディアはどうあるべきか、自分の意見を書く

Unit 4: レトリックについて（言葉と文化）

読現代の作品を使われているレトリックに注目してみ比べる。そして、レトリックの種類や機能

についての理解を深める。

実自分の考えをまとめるときに際に使える能力を身につける。主なテキストとして、「新『こと

ーば』シリズ７独文章表現の工夫」（立行政法人国国研立語究所編）などを用いる。


表現という行為における言葉の限界に気づくようにしよう

言葉のあやが、適切な表現にとって、なくてはならないものであることを理解しよう

レトリックの歴史について理解する

レトリックの種類について理解する

比喩表現を的確に理解し、語彙力を豊かにする

Unit Questions:

１．レトリックとは何ですか

２．なぜレトリックは必要なのですか

３．レトリックにはどのような種類がありますか

４．直喩の原理とは何ですか

変５．レトリックは時代とともにどのように化してきましたか

６. 働筆者はレトリックはどのようなきを持つと主張していますか


・読学今までんだ文作品より、使われているレトリックを探し出す

・歴単レトリックの史について簡にまとめる

・レトリックの種類をまとめる

・レトリックを使った短文を作る

Japanese B (HL and SL) Japanese B Grade 11

Unit 1: 地域でのボランティア活動と福祉

生徒はボランティア活動の大切さやいかに参加できるかを話し合います。クラスでの言語学習だけでな

く、実際にさまざまな学習体験をしてもらいます。例えば、地域のボランティア活動に参加したり、

学校内に標識を作ったり、ゴミを拾ったり、手紙を書いたり、通訳などをして,友達や地域の人々に役

立つようなことをします。各自の体験を発表し合います。

Unit Questions:

１．今までに、ボランティア活動に参加したことがあるか。どんなボランティア活動か？２．ボラ

ンティア活動の問題とは何か。３．ボランティア活動で良い体験、悪い体験があるか。４．どんな

ボランティア活動に関心があるか。


・生徒は、自分のボランティア活動の体験について話し合うでしょう。

・生徒は、ボランティア活動の良い点または悪い点を認識するでしょう。

・生徒は、いかにボランティア活動に参加すべきか理解するでしょう。

・生徒は、ボランティア活動の重要性をはっきり理解するでしょう。

Unit 2: 環境

大気汚染、地球温暖化、エネルギー問題、自然資源や酸性雨など、日本での環境問題に関することを学

びます。各地域での環境問題や生徒自身が実際に直面している環境問題を評価し述べるのに必要な語彙

が使えるようになります。また、環境問題を直視し議論します。日本だけでなく、生徒自身の母国や他

の国々での環境問題を研究し、比較します。環境問題を勉強することで、ローカルでもグローバルでも、

今日の環境問題に取り組める視野を養います。

Unit Questions:

１．環境とは何か？日本で最も話題となっている環境問題とは？

２．地球規模での環境問題とは何か。

３．環境問題をどうやって解決できるか。

４．より良い環境作りのために日常生活で何を努力すべきであるか。


・生徒は、深刻な環境問題に直面し、クラスで話し合いをするでしょう。

・生徒は、地球規模または国内での環境問題を認識するでしょう。

・環境問題に関連された語句を学ぶでしょう。

・生徒は、ローカルでもグローバルでも、今日の環境問題に取り組める視野を養うことが、どれほど重

要か理解するでしょう。

Unit 3: 文化各生徒は感受性と尊敬の念で、さまざまに異なる文化背景といかにふれ合うかを学びます。歴史的な観点で日本文化と他の国々の

言語や文化とを対照し比べます。世界中の言語とその文化の多様性を認識し、一つの文化がいかに他文化に影響するかを学びます。

また、伝統的な日本文化をより深く広範囲に理解します。歌舞伎、柔道、剣道、いろいろな伝統芸能やスポーツや芸術について、

トピックごとに話し合います。トピックごとの発表で、生徒各自が今の日本をより理解し、日本の人々とより良い関係がもてるよ

うにします。 HL: 日本人の行動パターンや意思疎通の仕方を理解するために、現代の小説を読みます。

Unit Questions:

１．文化とは何か。どこの国の出身か。２．いかに今日の世界で、他の文化を尊敬できるか。３．

いかに歴史的見地で、他の言語や文化を日本と比較できるか。４．どんな日本の伝統文化に関心があ

るか。 Main content addressed:

・生徒は、感受性と尊敬の念で、どうすればさまざまに異なる文化背景といかにふれ合えるかを学びます。

・生徒は、今日の世界での文化の重要性やその役割そして他の文化に貢献する意義などを考察するでしょう。

・生徒は、歴史的な観点で日本文化と他の国々の言語や文化とを比較するでしょう。

・生徒は、遠足として鎌倉に行き、鎌倉時代の歴史を学ぶでしょう。

Unit 4: 現代小説：

この学期は、「佐賀のがばいばあちゃん」、「博士の愛した数式」などを読んで、日本のさまざまな

現代小説に親しみます。作品に登場する人物の感情の移り変わりを分析したりします。小説の中で使

われている日本語特有な表現や方言も研究します。この学期では、自分で短編小説を書くことと小説

の読解解釈が評価されます。

Unit Questions:

１．今までに日本の現代小説を読んだことがあるか。何を読んだか。２．「佐賀のがばいばあちゃ

ん」の佐賀弁が理解できるか。３．作品の中での日本語特有な表現とは何か。４．作品の中での登

場人物の性格をどう分析するか。５．作品から日本の文化的な点をどう探すか。６．小説を通じて、

日本における歴史的変化の相違点をどう分析するか。


・生徒は、「佐賀のがばいばあちゃん」、「博士の愛した数式」作品の中での人間模様に関連した主

題を考察するでしょう。

・生徒は、佐賀県の特有な方言、佐賀弁を学ぶでしょう。

・生徒は、作品の中から日本文化に関連した特殊な表現を理解するでしょう。

・生徒は、されぞれの作品中でのテーマとその登場人物が変わって行く様子との関連を通して、日常生

活で何が必要なのかを学ぶでしょう。

・生徒は、より難解な漢字を学習します。

Japanese B Grade 11:

Unit 1: Volunteer Activities in the Community Students will discuss the importance of volunteer activities how we can be involved in them. Beside language activities in class, students will be provided with various active learning experiences, such as helping friends and people in the community by interpreting and letter writing, picking up trash, creating instruction signs within school or joining a volunteer activity in the local community. Students will discuss and write about their experiences. Unit Questions: 1. Have you ever joined any volunteer activities? What kind of volunteer activities? 2. What are some problems associated with volunteer activities? 3. Have you had any good or bad experiences through volunteer activities? 4. Which volunteer activities are you interested in? Main content addressed:

・ Students will discuss their own volunteer activities‘ experiences.

・ Students will understand the positive and negative of volunteer activities.

・ Students will learn how to participate in volunteer activities.

・ Students will recognize how important volunteer activities are.

Unit 2 – Environment Students will learn about environmental concerns in Japan, including the increasing air pollution, global warming, energy problems, natural resources and acid rain. Students will be able to use the relevant language to describe and evaluate their immediate and local environment issues. They will also discuss and react to environmental issues. They will research and compare environmental issues in different countries (home country, host country, etc.) By studying environmental issues, students are encouraged to develop a balanced local and global perspective of the environmental challenges of our time. Unit Questions: 1. What is environment? What are the major environmental concerns in Japan? 2. What are the global environmental problems? 3. How can we solve environmental problems? 4. How do you make an effort in your daily life to make a better environment? Main content addressed:

・ Students will be presented with the serious environmental problems and discuss them in class.

・ Students will understand the global and local environmental issues.

・ Students will learn vocabulary related to the environment issues.

・ Students will learn how important it is to develop a balanced local and global perspective of the

environmental challenges of our time.

Japanese B Grade 11: Unit 3: Cultures Students will learn about the linguistic and cultural diversity in the world from the historical perspective, and learn how one culture may influence other cultures. They will further be provided with opportunities to discuss and understand both traditional Japanese cultures more extensively. They will discuss such topics as plays, sports and arts like Kabuki, Noh, Kendo, calligraphy, etc. Discussion of such topics will enhance students‘ understanding of contemporary Japan and as a result, help them to better relate to Japanese people. HL: Students will read contemporary Japanese novels to understand the patterns of behavior and different communicative styles. Unit Questions: 1. What is your culture? Which country do you come from?

2. How can we respect other cultures in today‘s world?

3. How can we compare Japanese with other languages and cultures in an historical perspective?

4. What kind of Japanese traditional cultures are you interested in? Main content addressed:

・ Students will learn how to interact in a variety of cultural contexts with sensitivity and respect.

・ Students will examine the role and importance of culture and the significance of the contributions of

other cultures in today‘s world.

・ Students will continue the study of comparisons and contrasts of Japanese with other languages and

cultures from a historical perspective.

・ Students will go to Kamakura as their school excursion and learn the history in Kamakura period.

Unit 4：Modern Novels Students will be familiar with various modern Japanese novels such as ―Saga

no Gabai Baachan,‖ ―Hakase no Aishi ta Suushiki.‖ Students will read two texts and examine how each character in the texts can give shape to personal ideas, concerns and hopes. In the texts, students will find peculiar Japanese expressions and dialect. During this term, students will work on two internal assessments tasks (1) a piece of creative writing, (2) reading comprehension. Unit Questions: 1. Have you ever read any modern Japanese novels? What did you read?

2. Can you describe the dialect of Saga in this text of ―Ga bai Ba-chan‖?

3. What are peculiar Japanese expressions in the texts?

4. How do you analyze the main characters in the texts?

5. Where can you find the cultural aspects in the texts? 6. How can you analyze the historical changes in Japan through these novels? Main content addressed:

・ Students will recognize the themes related to the concept of human relationships in ―Gabai

Ba-chan‖ and ―Hakase no Aishita Suushiki.‖

・ Students will learn the peculiar dialect in Saga, Japan.

・ Students will learn special expressions related to Japanese culture in the texts.

・ Students will appreciate human needs more fully through the relationship between character and

theme in each work.

・ Students will learn more challenging Kanji words.

Japanese AB Initio Grade 11

This course is for students with little or no experience in Japanese. The main objective

of the course is to provide students with a foundation in all four skill areas; reading,

writing, listening, and speaking. Students will learn hiragana, katakana in the first term.

By the end of the course, students will be expected to be able to read and write 80 kanji

and read an additional 80 more. Grade 12 students will be prepared to take the IB

Japanese Ab Initio examination.

Unit 1: The Individual

Sub-topic: The self and others

In this unit students will learn how to introduce themselves and their family in Japanese.

They will be introduced to the difference in word choice when speaking about their own

family or someone else’s family. Students will also learn basic greetings for daily life in

Japan.

Unit questions:

1. What is your name? Where are you from? How old are you?

2. How many people are in your family? What are their names and ages? Do you

have any pets?

3. When is your birthday?

4. Where do you live and what is your phone number?


Students will learn to read and write 46 hiragana characters and will begin

katakana (10 a week)

Students will demonstrate how to introduce themselves and their friends and

family

Students will learn the way of counting for days of the month, months of the

year, ages and number of people. They will learn numbers from 1-20

Greetings- aisatsu

Desu/arimasu/imasu

Sub-topic: Describe yourself and others


Names of colors, counters for small objects

Adjectives, ii-type and na-type, present and negative tense forms

Students will be able to conjugate adjectives and will be able to write a short

descriptive paragraph.

Sub-topic: Daily Routine and Time

Students will learn how to tell time and ask about time. Students will be introduced to

the past tense and will be able to describe their daily routine using the present and past

tenses. Students will talk about daily activities.

Unit Questions

1. What time is it? What are different ways of expressing time in Japanese?

2. What time do you get up? What do you do at different times of the day?

3. What are some cultural attitudes towards time?


Students will describe their daily routines

Students will demonstrate orally how they spend each day

Students will write their daily schedule

Students will learn how expressions such as this week (month, year), next week,

and last week are used in Japanese

Students will learn the Kanji for the days of the week and the months.

Unit 2 (mini-unit): What foods do you like?

Students will be able to express which foods they like and dislike which will give them

practice in the like/dislike structure of Japanese. They will also be introduced to

shopping for food in Japan.

Unit Questions

1. What foods do you like? What kinds of Japanese foods do you like?

2. What are some foods from your home country?

3. How can students buy and prepare Japanese foods?


(How express things someone likes)…..sukidesuka, suki desu

Students will be able to use numbers from 100 to 10,000

Students will be able to use counters for food and review of previously

introduced counters

Students will write memos and lists

Unit 3: Your House and Japanese Houses

Students will learn about Japanese houses and other types of accommodation. They

will learn about life at home and the vocabulary used to describe their homes. Some

popular celebrations and holidays will be introduced.

Unit questions:

1. What kind of housing is available in Japan? How do people select housing?

2. What are the names for the rooms in homes?

3. What are some similarities and differences between homes in Japan and other

countries?


Students will describe their homes using adjectives, prepositions, and

location words (ko-so-ado words)

Students will be able to look at real-estate advertisements and understand

the floor-plan, the size of the rooms, and other specifics about the place.

Unit 4: Education and Work

Sub-topic 1: School

Students will learn about the different types of schools in Japan. They will be able to use

vocabulary to describe their life at school here and in their home country.

Unit Questions

1. What subjects do you study in school? How are these similar to subjects at

Japanese public schools?

2. What kind of extra-curricular activities are available for students? What do you

do extracurricular at school? What do Japanese schools offer their students?


Students will learn the vocabulary for school subjects and the different levels of

school (kindergarten-university). They will also learn the kanji for primary school.

junior high, high school, and university.

Students will be able to describe their year level in school using culturally proper

terminology.

Students will be able to use the negative form of verbs and adjectives

Students will be able to ask and answer questions about duration of time, how

long do you study? How long have you……? How many hours, days, weeks,

months years?

Students will be able to say in Japanese, “I have English class first period on

Monday.”

Students will be able to make a pamphlet describing their school to readers of

Japanese.

Sub-topic 2: Future Plans

1. What options do students have after graduation? What is post-secondary

education like in Japan?

2. What are the names for occupations and workplaces? Which jobs are popular in

Japan?


Students will be able to use the expressions: I intend to……, I think that…..

Students will begin to use the word processor in Japanese and will learn the

vocabulary for computers.

Unit 5: Town and Services.

Students will learn about shopping and eating out in Japan. This unit will review the

constructions and vocabulary introduced in unit 2, what foods do you like?

Unit Questions:

1. What are shopping centers like in urban Japan? How about in rural areas?

2. What kinds of restaurants are in Japan? What foods are popular?

3. How can we go to a restaurant and place an order entirely in Japanese? How

can students express special dietary needs or preferences?

4. How do you read a cook-book?

Main Content Areas Addressed

Students will learn the names for different types of stores, material (cotton, silk

etc.) and ingredients (flour, rice etc.)

Students will be able to place an order at a restaurant

Students will be able to read a recipe and cook something

Students will write their own recipe

Unit 6: Leisure and Travel

This will be the final unit for year 11 and will continue into year 12. Students will learn

about travel in Japan, popular destinations, means of long distance transportation, and

making reservations.

Unit Questions:

1. Where do I want to go in Japan? What do I want to see?

2. How do I want to go there and where do I want to stay?

3. What kinds of places are there to stay in Japan? How can I make a reservation

on a train or at a hotel?

Main content Addressed:

Students will learn the vocabulary for vacations and travel in Japan.

Japanese AB Initio Grade 12

This course is the second year of the Ab initio Japanese language course. The main

objective of the course is to continue to provide students with a foundation in all four skill

areas; reading, writing, listening, and speaking. By the end of the course, students will

be expected to be able to read and write 80 kanji and read an additional 80 more.

Unit 1 Leisure and Travel: In this unit students will learn how to make arrangements for travel and entertainment

including reservations, inquires, and ticket purchasing. They will also be able to

describe their holidays and exchange opinions about leisure and travel.

Sub topic: Destination and Transportation

Unit questions:

1. What kind of places are there to stay in Japan?

2. Where do I want to go in Japan? What are the different regions of the country?

3. What different ways are there to travel in Japan?

4. How are reservations made for hotels and restaurants?

5. How do I decide which ticket is best for my travels and how are they purchased?

Sub-topic: Leisure

Unit questions:

1. How can we find places in Japan to do leisure activities such as sports,

concerts, and cultural events as well as sight-seeing?

2. What sports and cultural activities are popular in Japan? How do they

compare to other countries?


Students will learn expressions for past experiences using ta koto ga

arimasu.

Students will be able to describe change using ni naru and ku naru.

Students will be able to give reasons for why they want to do one thing as

opposed to another and why they choose one place or hotel over another

using kara desu.

Students will be able to use comparison and superlative expressions(ho ga,

yori)

Students will learn the vocabulary for travel and the names of the islands,

prefectures, regions, and major cities in the country.

Unit 2: The Environment

Sub unit: Weather in Japan

Students will learn how to read a weather map and inquire about the weather

when making plans for travel. This mini-unit continues to build upon the

geographical study started in the previous unit. Students will become more

aware of the differences in climate in the various regions of Japan.

Unit questions:

1. Where do people in Japan get weather forecasts? What words are needed to

know to understand a forecast in the newspaper or television or internet?

2. What is the weather like today? How is the temperature and precipitation

different on different islands?

3. How can I tell others about the weather and make or change plans based

upon this.


Ni/ku naru deshou for predicting and describing changes in the weather.

Furu and Yamu for describing rain and snow falling and stopping.

More practice with comparisons (ho ga samui/yori) using temperature

related vocabulary

Unit 3: Physical Geography

This unit builds upon prior knowledge of geography introduced in the travel unit

expanding beyond Japan to the names of continents, countries, and regions.

Students will look at the world map from a Japanese perspective, with Japan in

the middle and will examine the geography of East Asia.

Unit Questions:

1. How does Japan see its position in East Asia, in the world?

2. What are some of the problems Japan is facing with its neighbors (the

Northern island problem with Russia, the mutual claims to some islands and to

fishing rights with Korea and Taiwan among others).

Sub unit: Environmental Concerns

Unit questions:

1. How do people recycle and deal with garbage in Japan? Are their regional

differences regarding attitudes towards recycling?

2. How are Japanese consumers changing their attitude towards over

packaging?

3. How is garbage dealt with our neighborhoods? What information do we need

to know and where can we obtain it?

Unit 4: Health and Accidents

In this final unit, students will use everything they have learned so far to describe

and report an accident or sickness to the police, doctors, and other medical

personal. Students will learn about the health system in Japan as well as

culturally appropriate expressions for visiting someone in the hospital.

Unit questions

1. What should I do if I am involved in an accident or am sick in Japan?

2. What kind of clinics, doctors, and hospitals are available? How do I make an

appointment?

3. What is it like to be a patient in Japan?

4. What should I take or not take when visiting someone recovering from a

sickness or accident in Japan?

5. How can I report a lost or stolen item to the police? How do I report an

accident?

Main Content Area Addressed

A review of the names of parts of the body (started in year 11).

The names of common symptoms and illnesses

Review of expressions for prohibition, naide,shanakutemo ii,

shitehaikemasen

Plain form +ndesu for giving a reason

Stem for +sugiru for too much, for example tabesugiru (eat too much)

Unit 5: Revision and Practice

After completing the AB Initio Japanese Syllabus, we will revisit previously studied

topics, adding more complex grammar, kanji, and vocabulary to class discussions and

readings. For example, the unit “Your School and Japanese Schools” was studied early

in year 11 when the students’ language skills prevented in-depth discussion or readings

on the topic. We will revisit this topic adding depth to their understanding as well as

reviewing for the IB examination.

The class will prepare for the oral examination in March by practicing short speeches

and presentations in class under exam-like conditions. Students will continue to prepare

for the written exam by writing short essays at home once a week as well as working

through past exam questions. Students will work on developing their test taking

strategies and skills as well as their all around knowledge in the language and culture of

Japan.

Physics (HL and SL) Physics Grade 11 Unit 1: Physics and Physical Measurement This unit explores the means of which physical quantities are measured in very small (atomic) to very large (universal) scales. Physics experiments always have errors and limitations, students will learn how to calculate these errors and represent them quantitatively and graphically. Unit Questions:

1. How do we compare sizes and distances of atomic up to universal objects? 2. What are the limitations of data collected and analyzed?


The range of magnitudes of quantities in our universe. The SI system of fundamental and derived units. Uncertainty and error in measurement. Uncertainties in calculated results. Uncertainties in graphs. Vectors and Scalars.

Unit 2: Mechanics This unit explores the dynamics of motion, quantitatively and graphically. Students will explore how objects and energy interact with systems and how it is conserved. Error analysis will also be incorporated into this unit. Unit Questions:

1. How can we correlate causes and their effects? 2. How do forces and energy interact?


Kinematics. Forces and dynamics. Work, energy and power. Uniform circular motion. Projectile Motion (AHL) Gravitational field, potential and energy (AHL) Electric field, potential and energy (AHL) Orbital motion (AHL)

Unit 3: Thermal Physics This unit explores the dynamics of and the difference between heat and temperature. Students will explore the kinetic properties of atoms and molecules when subjected to heat energy. Error analysis will also be incorporated into this unit. Unit Questions:

1. How can physical properties be modeled? 2. What is the difference between heat and temperature? 3. What happens to molecules and atoms when subjected to increased or decreased

heat energy?

Main content addressed: Thermal concepts. Thermal properties of matter. Specific Heat capacity. Phase changes. Latent Heat. Kinetic Model of an ideal gas. Thermodynamics (AHL) Processes (AHL) Second Law of Thermodynamics (AHL)

Unit 4: Oscillations and waves This unit explores vibrations and harmonic motion that occur in nature, music and voice. Students will explore the measurement and simulation of waves, including earthquakes and tsunami. Error analysis will also be incorporated into this unit. Unit Questions:

1. What types of waves and oscillations are there? 2. How can waves and oscillations be measured? 3. How can waves and oscillations be manipulated?

Main content addressed: Kinematics of simple harmonic motion. Energy changes during simple harmonic motion. Forced oscillations and resonance. Wave characteristics. Wave properties. Stationary Waves (AHL) Doppler Effect (AHL) Diffraction (AHL) Resolution (AHL) Polarization (AHL)

Unit 5: Electric currents. This unit explores the fundamentals of electricity as used in everyday life and also in nature, as in phenomena such as lightning. Students will explore the physics of how electrical circuits and their components operate. Error analysis will also be incorporated into this unit. Unit Questions:

1. What is electric potential difference, current and resistance and how are they measured and used?

2. What is an electron-volt? 3. What is the electromotive force and how is it measured and used?


Electric potential difference, current and resistance. Electric circuits. Induced Electromotive force (AHL) Alternating current (AHL) Transmission of Electric Power (AHL)

Unit 6: Fields and Forces. This unit explores the similarities between the principles of Mechanics and Electricity. The students will explore Gravitation, Electrical and Magnetic fields and forces. Error analysis will also be incorporated into this unit. Unit Questions:

1. How are gravitation, electricity and magnetism related? 2. How are forces and fields distinguished? 3. How can the force and fields be measured?


Gravitational force and field Electric force and field Magnetic force and field Gravitational field, potential and energy (AHL) Electric field, potential and energy (AHL)

Physics Grade 12 Unit 1: Atomic and Nuclear Physics This unit explores the physical principles behind the atom and nuclear structures. Students will also explore radioactive decay and nuclear reactions, including fission and fusion. Unit Questions:

1. What are the physical principles behind the atom? 2. What is radioactive decay and how can it be measured? 3. What is nuclear half life? 4. How do nuclear reactions occur?

Main content addressed: Atomic structure. Nuclear structure. Radioactivity. Half life. Nuclear reactions. Fission and fusion.

Unit 2: Quantum and Nuclear Physics This unit is an Option for Standard Level (exams ending 2009) and compulsory for Additional Higher Level (exams ending 2010). This unit explores the concept of the wave-particle nature of light and matter, atomic spectra, energy states and atomic decay. Unit Questions:

1. How does quantum physics explain light, matter and energy? 2. What is, and can the de Broglie experiment be proven? 3. How are atomic spectra observed? 4. How can the quantization of energy levels be proven using atomic spectra? 5. How is the radioactive decay constant calculated?


The quantum nature of radiation. The wave nature of matter. Atomic spectra and atomic energy states. Radioactive decay.

Unit 3: Energy, Power and Climate Change This unit explores world energy sources, power generation and degradation in regards to both fossil fuels and alternative energy production. The mechanisms of Global Warming and Climate Change will also be explored in detail. This unit relates to and will be incorporated into several other units. Unit Questions:

1. What is ‘degraded’ energy? 2. How can Sankey diagrams be used to identify energy degradation? 3. How can the energy density of a fuel be used to identify world energy sources? 4. How is the energy efficiency of different power sources calculated and compared? 5. What is the physical basis of the Greenhouse Effect? 6. What are the consequences of global warming?


Energy degradation and power generation. World energy sources. Fossil fuel power production. Non fossil fuel power production. Greenhouse Effect. Global Warming.

Unit 4: Electromagnetic waves This is one of the two options both SL and HL students have chosen to study this year. On one hand the topic is an excellent review of Waves, Electromagnetism, Atomic and Nuclear physics. On the other hand is connected with the study of Astrophysics, the other option they have chosen to study. In addition the HL students learn about X-rays and thin film interference. Unit Questions:

1. What are the crucial experiments that led scientists to the wave-nature of light? 2. What is an electromagnetic wave? 3. What is coherent light? 4. What is laser? 5. How are the optical instruments built? 6. What are they applications? 7. What is an X-ray? 8. What are its applications?


The wave-nature of light Experiments with double and multiple slits The nature of electromagnetic waves Sources of light and coherent light Sources of electromagnetic waves X – rays Interference and diffraction The microscope The telescope X – rays

Unit 5: Astrophysics This unit is the second option SL and HL students have decided to study. The unit explores the basic concepts of celestial mechanics, the Earth’s movements, the real and the apparent celestial movements, as well as the basic tools of getting information about the stars from the light they emit. The students will learn about the solar system, the Milky Way and the Universe beyond. Unit Questions:

1. What is the structure of the solar system? 2. What are its movements? 3. What is the celestial sphere? 4. What are its movements? 5. What are the structures of the Universe beyond the limits of the solar system? 6. How many types of stars are out there?

7. How can we distinguish between different types of stars? 8. How can we measure distances to planets and stars? 9. How can we use light in order to deduce the chemical and physical properties of

a star? 10. How are the stars born? 11. How do they evolve and die? 12. What will be the evolution of our Sun? 13. What will be the evolution of the Universe?


The solar system and beyond Stellar radiation and stellar types Stellar distances Cosmology Stellar processes and evolution Galaxies and the expanding Universe

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Theory of Knowledge Grade 11 and 12 Grade 11 Unit 1: An Introduction to Theory of Knowledge This introductory unit considers students to reflect on themselves as a Knower and consider what has influenced what they know. They also consider the nature of knowledge and begin to consider some of the issues surrounding knowledge claims. Students are introduced to the Ways of Knowing and the Areas of Knowledge as well as some of the key linking questions and ideas for the course; justification, belief and certainty. This unit also sets up the Theory of Knowledge Journal which is a series of reflective entries that students make regarding their thoughts that lasts throughout the course. Unit Questions:

1. What has influence my mental map of knowledge? 2. Can I be certain that I know anything? 3. How do I decide what to know or believe? 4. What types of knowledge are there?

Unit 2: Language as a Way of Knowing This unit focuses upon the first of the four Ways of Knowing; Language. Language is one of the main ways that we acquire knowledge about the world. Language allows us to break out of the small circle of our own experience and tap into the collective experience of the community. However, language is not a perfect medium of communication and can have its drawbacks in addition to its benefits. During the unit, students explore some of the major knowledge issues surrounding Language as a Way of Knowing. These include: Unit Questions:

1. What is Language 2. What are some issues of meaning? 3. How can things be lost in translation? 4. How do we use Language as labels? 5. Does Language determine our experience of reality? 6. Can Language be used to persuade and influence?

Unit 3: Perception as a Way of Knowing This unit focuses upon the second of the four Ways of Knowing; Perception. Perception can be defined as the awareness of things through our five senses - sight, sound, touch, taste and smell. These can be seen as the channels of communication between ourselves and the outside world. Perception plays a key role in almost all subject areas and although we have to accept most of what we perceive to function in the world there can be often be “more than meets the eye”. During the unit, students explore some of the major knowledge issues surrounding Perception as a Way of Knowing. These include: Unit Questions:

1. What is perception? 2. What are the limitations to our sight? 3. How is perception selective? 4. How do we decide if what we see is real?

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Unit 4: Reason as a Way of Knowing This unit focuses upon the third of the four Ways of Knowing; Reason. We are constantly using reason to go beyond the evidence of our seasons to provide us with knowledge of the world. One of the attractions of Reason is that it seems to give us certainty and it is very important in Areas of Knowledge such as Mathematics. However in some situations, we have to be careful in believing that Reason will always give us complete certainty. During the unit, students explore some of the major knowledge issues surrounding Reason as a Way of Knowing. These include: Unit Questions:

1. What is Reason 2. What is Deductive and Inductive Reasoning 3. Why do we Reason badly sometimes?

Unit 5: Emotion as a Way of Knowing This unit focuses upon the last of the four Ways of Knowing; Emotion. Our Emotions have traditionally been seen as an obstacle to knowledge so it may seem surprising that they are one of the IB’s four Ways of Knowing. However, our feelings are very important to us and more recently there has been a growing awareness of the importance of emotional knowledge in making important decisions. During the unit, students explore some of the major knowledge issues surrounding Emotion as a Way of Knowing. These include: Unit Questions:

1. What are Emotions? 2. Why have Emotions been traditionally seen as obstacles to knowledge? 3. What is the relationship between Emotion and Reason? 4. What is Intuition?

Theory of Knowledge Essay Unit At this point in the course students reflect upon the Ways of Knowing that they have been exploring and try to make comparisons and contrasts between them. They do this through learning the structure and style of a Theory of Knowledge Essay. The unit is based upon the creation of an essay which is a large part of the assessment for the year and introduces and practices the skills required for the G12 Theory of Knowledge Essay which is the major assessment for the two year course. Unit 6: Human Sciences and History as an Area of Knowledge This unit focuses upon the two of the Areas of Knowledge; Human Sciences and History. These two Areas of Knowledge are linked by their common purpose to explain human behavior, the former in the present the latter in the past. In particular, students explore the methodologies used to gain knowledge in both disciplines. During the unit, students explore some of the major knowledge issues surrounding Human Sciences and History as Areas of Knowledge. These include: Unit Questions:

1. What are the Human Sciences? 2. What are some of the Knowledge Issues involved in the Human Sciences? 3. Why study History? 4. How can the past be known? 5. Is there a pattern to the past?

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Theory of Knowledge Grade 11 and 12 Grade 12 Unit 7: Natural Sciences as an Area of Knowledge This unit automatically links to Grade 11 and focuses upon the Area of Knowledge; Natural Sciences. The Sciences are often seen as the dominant model of knowledge due to the certainty that they appear to bring. From time to time there have been attempts in other Areas of Knowledge to mirror methodology in the Natural Sciences. In Science however, just like other Areas of Knowledge, we need to be cautious about some of the more extreme knowledge claims that may be made. It is also in Natural Sciences that the first Grade 12 TOK presentation is done. During this unit, students explore some of the major knowledge issues surrounding the Natural Sciences as an Area of Knowledge. These include: Unit Questions:

1. What is Science? 2. What is the Scientific Method? 3. Are there any problems with the Scientific Method? 4. How does Scientific Knowledge develop? 5. Can there be bad Science? 6. How similar are the Human and Natural Sciences?

Unit 8: Mathematics and Arts This unit focuses upon the two of the Areas of Knowledge; Mathematics and Arts. These two Areas of Knowledge are often seen as being placed at either end of a knowledge spectrum however, their similarities as well as their differences will be explored. Art and a comparison between Mathematics and Music will be the focus of the two TOK presentations in this unit. During the unit, students explore some of the major knowledge issues surrounding Mathematics and Art as Areas of Knowledge. These include: Unit Questions:

1. What defines good Art? 2. Can artistic knowledge be universal? 3. Is Mathematics always certain? 4. Are Mathematics and the Arts discovered or invented?

Unit 9: Ethics This unit focuses upon the final Area of Knowledge in the IB model; Ethics. What we think as being “right” and “wrong” determines a lot of the decisions that we make. However, knowing what to do in many situations is not easy and many decisions that we make involve an ethical perceptive. Many of the linking concepts of the course, amongst them belief, culture and justification, are involved in this final taught unit. The final three TOK presentations are on real life situations linked to Ethics. During this unit, students explore some of the major knowledge issues surrounding Ethics as an Area of Knowledge. These include: Unit Questions:

1. What are Ethics? 2. Are we too selfish to live ethically? 3. Is happiness the most important thing of all? 4. How would ethical theorists interpret some of present day issues?

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Theory of Knowledge Essay Unit At the end of the course and following the presentations that have taken place, students complete the main assessment for the two years and a significant section of their Grade 12 report. Students choose from the IB’s list of ten TOK essay questions for the year and write a response to it. They need to reflect on all the exploration during the two year course and in particular, use their journal to help them approach the question that they choose to answer. There is no end of course examination for Theory of Knowledge.

course descriptions 2010-2011.pdf · main content addressed: the atom the mass spectrometer...

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